Conference Session

Diversity, Inclusion, and Access

Collection

2021 Illinois-Indiana Regional Conference

Authors

Samuel Darko; Gurcan Comert; Jessica Furrer, Benedict College; Andress Carter-Sims, Benedict College; Balaji Iyangar, Benedict College

Tagged Topics

Diversity, Diversity, Inclusion, and Access

-Indiana Section Conference Proceedings | Paper ID 35163Benedict College Scientific Village), fused with critical pedagogy and hands-on laboratoryresearch, on the collegiate success and retention of minority students in the STEM disciplines.In the next section, we summarized our results. Faculty mentor and student reflections were notincluded. We compared the participants’ performance with control group and participants’placements up on completion of their study.2.0 Summary of Quantitative Data Analysis on SV Participants’ Academic Achievement,Scientific Engagement, and OutcomesWe collected data at all stages of the program including pre and post annual interviews, surveys,graduation, and retention rates on the BC Scientific Village cohort and

Conference Session

Diversity, Inclusion, and Access

Collection

2021 Illinois-Indiana Regional Conference

Authors

Casey Lynn Haney, Purdue University at West Lafayette (COE); Brenden Christopher Drinkard-McFarland, Purdue University at West Lafayette; Jennifer Deboer, Purdue University at West Lafayette (COE)

Tagged Topics

Diversity, Diversity, Inclusion, and Access

individuals was incomplete or otherwise coded in a way that led tomissing data. To account for this, several steps were taken to recode variables andimpute data. First, all data for individuals under the age of six was eliminated, for theydid not complete the numeracy test. Several variables such as grade and school typedid not account for individuals who were not in school. A grade variable for those inschool and a last grade completed variable for dropout students were combined into asingle variable that reflected the last grade completed for all students. Additionally,those individuals who had never attended school were coded as a “-1” in grade. Forschool type, those who had never enrolled or dropped out were coded into a “‘noschool’” factor. Once