Undergraduate Teaching Assistants and STEM Gateway Courses in the Historically Black College and University Setting

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Abstract

This paper shares the findings of a study on the benefits of using (STEM) undergraduate teaching assistants (UTAs) as an intervention strategy to support the success of racially minoritized students in prerequisite gateway courses for STEM majors at an HBCU in the mid-Atlantic region of the United States. A quasi-experimental design was employed to examine effects of the UTA intervention. Survey results found statistically significant difference in mean scores between treatment and comparison groups on the use of UTAs including STEM confidence, achievement, and retention. The significant results accompanied by substantive effect sizes bode well for meaningful and practical application to other HBCUs and similar settings in higher education seeking to broaden STEM participation especially for students of African descent.

Authors

• Monica B. Mitchell, MERAssociates

• Uzoma James Chikwem

• Toks S. Fashola, American University

• Karen A. Baskerville, Lincoln University of Pennsylvania