- Elise Swanson
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We examine the impact of the Thompson Scholars Learning Community (TSLC), a comprehensive college transition program serving students with a variety of majors, on students’ science, technology, engineering, and math (STEM)-related outcomes. We use an explanatory mixed-methods design, which prioritizes the quantitative analyses and uses qualitative analyses to contextualize and explain our quantitative findings. Overall, participating in TSLC does not make students more likely to declare a STEM major, although we do find a positive effect for students of color. TSLC students earn higher overall GPAs than their scholarship-only peers, and TSLC students majoring in STEM outperform scholarship-only STEM majors in STEM courses. Qualitative analyses suggest these results stem from the student-centered and proactive support the program provides students. Our results suggest that a disciplinarily-agnostic program can support student success in STEM, and may increase equitable representation in STEM fields.
This paper estimates the relationship between students’ psychosocial and academic outcomes during their first three years enrolled at public, four-year institutions. Our sample is comprised of students from low-income backgrounds who applied for a competitive scholarship and enrolled at a four-year public institution. We follow two cohorts of entering students throughout their first three years on campus. We observe their cumulative GPA and persistence decisions each semester, and have annual measures of four psychosocial outcomes: mattering to campus, sense of belonging to campus, academic self-efficacy, and social self-efficacy. We find that psychosocial outcomes are moderately predictive of academic outcomes, with sense of belonging and academic self-efficacy emerging as most predictive of both cumulative GPA and persistence.
We examine the effects of a comprehensive college transition program (CCTP) on four psychosocial outcomes associated with postsecondary success: sense of belonging, mattering, and academic and social self-efficacy. The CCTP operates on three four-year campuses and includes a range of supports, including shared academic courses, peer mentoring, and residential or common community spaces. We leverage the randomization of Angrist et al. (2014), but restrict our comparison to scholarship recipients with and without CCTP exposure. To account for differential attrition from the experimental sample, we rely on a “selection on observables” assumption for our primary analysis. Results suggest that the program significantly and substantially increased students’ sense of belonging and mattering, but had no effect on academic or social self-efficacy.