Critical Quantitative Program Evaluation: Students’ Science Identity and Research-Self Efficacy in a STEMM Intervention Program

• In Event: Saturday Roundtable Session 1:15 pm
  In Roundtable Session: Critical Quantitative and Mixed Methods to Illuminate Educational Injustice (Table 4)

Abstract

Program evaluation for interventions aimed at enhancing diversity can fall short when the evaluation reifies exclusion of multiply marginalized student experiences. Intersectional analyses of subpopulations are necessary for improving understandings of program interventions and disrupting normative evaluation practices. This study demonstrates how a critical quantitative approach to evaluation can be employed by examining science identity and research self-efficacy by various subgroups and intersections of identity for an undergraduate biomedical training program called Building Infrastructure Leading to Diversity (BUILD). We revealed differences by students’ race, gender, first-generation status, and intersections of these characteristics. This study provides implications for future quantitative evaluation practices and research in STEMM equity efforts.

Authors

• Jayashri Srinivasan, University of California - Los Angeles

• Krystle Cobian, University of California - Los Angeles