SUMMARY - An Assessment of the Science and Mathematics Apprenticeship (SMA) Summer Program and Its Affect on Minority High School Students
(Editor’s note –
The following is a summary of a larger research report. The full article is
available on the IMA web site at http://www.mentoring-association.org/sma.html)
PAGE INDEX
Why EVERY Mentoring Leader Should Read the SMA Article
When we make the decision about which mentoring articles to read, we do ourselves and our programs a great disservice if we ignore the insights of those who are from settings which are different from our own. In almost every case, what others have experienced can be of great value to each of us IF we can think about what they have to offer on a general level. This is sometimes difficult since a lot of writing on mentoring uses setting-specific language. The following article is a terrific example of this truth.
On the surface, the following article seems to address only those in higher education who are interested in math and science and in mentoring disadvantaged high school students. However, by looking beyond the specifics, we can find VALUE FOR ALL SETTINGS because this article really offers us an illustration of an effective, universal and important mentoring model.
Fundamentally, this article shares what we call an “early intervention” model of mentoring. That model asserts that organizations which need a greater diversity, an increased number of any kind of members/employees/participants, or members with greater skills in some area, can meet those needs by extending mentoring support OUTSIDE of their organization to those who are potential “candidates” for participation. A good example is the military services that sponsor R.O.T.C. and see that program as more than just an experience, and instead treat it as a mentoring opportunity. Another exemplar is the K-12 school district that collaborates with a university teacher education program to provide mentors to pre service education students who will come to their schools.
What type of organization has all the diversity it needs? What setting has all the desired participants it needs? While we each may have a mentoring program that is focused on our organization’s most immediate internal needs, we all belong to organizations that could also benefit from expanding our mentoring focus (at some appropriate time) to include the “early intervention” model. Consider the following variations:
Every setting should ultimately consider expanding their mentoring to include the early intervention approach. Here are the specifics on one organization’s approach. Print out this article, grab your highlighter marker, and put on your “early intervention glasses” before you read the following.
An
Assessment of the Science and Mathematics Apprenticeship (SMA) Summer Program
Based on the Experience of Minority High School Students
By Willodean
Burton, Department of Biology, Samuel Jator, Department of Mathematics, and
Monique Gold, Department of Education, all of Austin Peay State University in
Clarksville, Tennessee.
Abstract
This article presents a program description and assessment based on data concerning theScience and Mathematics Apprenticeship (SMA) Summer Program experience and it’s effect on the college aspirations of some minority student participants in the program.
The goal of the SMA summer program was to increase minority student disposition toward and participation in college level science and mathematics by addressing the major problems associated with minority participation in the field of science and mathematics.
The program involved a series of activities conducted during two summer sessions (2001 and 2002) each lasting four weeks. The students in this pre-college experience attended an orientation to the Program and setting, attended a series of lectures in science and mathematics, conducted research, and wrote research reports. At the end of the program, parents and teachers from the selected high schools together with other professionals were invited to participate in the closing ceremony that included student poster presentations.
The mentoring function was provided to participants by the university faculty and Program leadership. The small size of the participant group (8 in 2001 and 12 in 2002) allowed the faculty mentors to provide completely individualized support, guidance and challenges for each student.
The apprenticeship function was provided by the nature of the students’ involvement in Program activities which required them to act as scientists and mathematicians. This “hands on” aspect of the experience is felt to be critical in engaging students in science and math and in increasing their disposition to eventual college enrollment in science and math majors.
Both the mentoring and apprenticeship aspects of the program were viewed by participants and program leaders as essential components in attaining Program goals. However, these functions are not described in detail in this article. What is provided is the content and structure of the program, along with the research data, conclusions from analysis and Program recommendations. This allows the reader to understand the comprehensive nature of the SMA program and to see how mentoring and the apprenticeship components integrate with that full program.
The evaluation used data collected by a project questionnaire from all SMA students. Descriptive and inferential statistics were used to analyze the data. This analysis showed that the program was achieving its goal.
Over the next ten years, the United States will need to train an additional 1.9 million workers for careers in the sciences (Chang, 2002). Recent collegiate enrollment trends indicate that increased involvement of underrepresented minorities will be essential in meeting this demand. Moreover, the participation and persistence of women and minorities in this field are dramatically lower than those of the general student population. Data from the National Science Foundation (NSF, 1994) and the National Science Board (NSB, 2002) indicate that gender, racial and ethnic minorities are disproportionately underrepresented in science, mathematics, & engineering bachelor degrees conferredand in these careers.
As the nation’s economic base shifts increasingly toward technology, the participation and achievement in science and mathematics among minority students will become increasingly important. Unfortunately, while minority students form the most rapidly growing portion of our school population, they are the largest population of students not participating in science and mathematic programs. Long term, minority students that are not encouraged or supported to become involved in mathematics and science programs can limit their career choices and their access to a high salaried occupation.
Research indicates that attitudinal factors contribute to this discrepancy. Also, African-Americans, Native Americans, and Latinos possess strong cultural values of group and community membership that may be at odds with the perceived levels of individualism and competition associated with the sciences (NSF, 1996). These studies also report that a lack of interaction with current participants in SME fields is a barrier to increased interest. For women, the perception of competition and challenge of a science major is paired with their own low self-ratings of ability in analytical fields that have traditionally been male-dominated.
Mentoring programs that model minority involvement and help prepare and socialize students to science, mathematics, & engineering (SME) fields provide a crucial form of support for women and minorities. The support and guidance of peer or faculty mentors have been shown to positively affect retention of students in math and science fields (NSF, 1996). For women in the sciences, mentors help provide a support network that increases student self-confidence and feelings of worth to the field, (Goodman Research Group, 2002). Increased participation of women and minorities is essential in meeting the projected need for SME workers and in providing qualified personnel for the field.
To increase the number of minorities and women in SME preparation, colleges and universities can use mentoring as their essential strategy to reduce the social and educational barriers that impede minority participation in SME careers. Programs that are successful at increasing the number of minorities in SME careers should be explored and replicated.
Our study revealed a need for more data to clarify what the necessary components are of an effective pre college experience. The field has inadequate data to sufficiently inform improvement efforts. Some casual evaluations do show many of the students involved in effective intervention programs have continued on to pursue careers in quantitative fields (Wellington, 1984). Our study intent was to address this need.
Specifics: The SMA Summer Program Research Study
The SMA Summer Program is an intervention program that in 2001 and 2002 provided support for minority students from two high schools of the Montgomery County School System of Clarksville, Tennessee.
Study Purposes – Our research had three foci.
Study
Population - The participants in this study were high school students
interested in science and mathematics and whose grade point averages (GPAs)
ranged from average to above average. The program purposefully focused on “average”
students who often have the potential to succeed if they believe they can succeed
and if they are given the opportunity.
Students eligible to participate in this program were United States citizens or legal permanent residents from the two subject high schools in the Montgomery County School System. Hosted on the campus of Austin Peay State University, the SMA Program was studied during the 2001 and 2002 summer sessions. The direct cost budget of $30,000 was supported by a grant from Verizon and its subsidiaries.
Selection - Each participant was selected by the program director and co-director based on the quality of the candidates’ submitted application package. The 20 students in the four-week program commuted to the APSU campus and each received a stipend of $600.00.
Program
Goals and Objectives
The primary goal of the SMA Summer Program was to increase minority
student disposition toward and participation in science and mathematics by addressing
the major problems associated with minority participation in the field of science
and mathematics.
Thus, the objectives of this program were:
Is there a significant difference in students’ level of enthusiasm for mathematics and science before and after the program? The working hypothesis was that “The students’ level of enthusiasm in mathematics and science would increase after the program”.
Research Method
A survey instrument was developed using a list of questions, including the research question provided above. A modified Likert Scale was added to each question to allow data collection on the level of enthusiasm before and after the program. Students completed the instrument prior to and after their SMA Summer Program participation. These data were analyzed using a paired t-test to assess the impact of the SMA Program for the two summer sessions.
The Four Week Schedule –
The daily activities began at 8:00 a. m and ended at 4:00 p. m., from Monday through Friday.
A number of faculty members from across the APSU campus participated in the program by providing students an overview of (a) how to apply for college, (b) how to receive financial aid, (c) what to expect when living on campus, and (d) the similarities and differences between departments. The time devoted to science and mathematics were directed by the project mentors although some other faculty members from the departments provided assistance. For instance, two mathematics faculty members spoke to the students on two topics, namely, “The History of Mathematics” and “Symmetry in Mathematics”. The science department and the library faculty also provided enormous support to all of the student activities.
The program has six components:
1. orientation to the program and setting
2. the college experience
3. mathematics
4. science
5. report writing
6. poster presentation.
(Editor's Note - See the link at the top of this article for the full details of each component.)
All of the students who participated in the SMA Summer Program at Austin Peay State University were included in the evaluation process.
In 2001, eight students attended the program and in 2002 there were 12 students. At the end of the program, each student completed an evaluation sheet during the classroom activities. Data obtained from the survey were statistically analyzed by Program Leaders. (Editor's Note - Click the link at the top of this article to see the full details of the evaluation instrument.)
Descriptive statistics (means and standard deviations) and inferential statistics were used to report the results of the evaluations. The results for only 2 of the 15 items and their descriptive statistics are given here. (Editor's Note - Clickthe link at the top of this article to see the full details of the results.)
Table 2 - 2001 and 2002 SMA Participant Responses to the Questionnaire
| Question | Mean 2001 2002 |
Standard
deviation 2001 2002 |
| Level of enthusiasm to go to college after the program | 4.375 4.583 | 0.518 0.996 |
| Plan to study Science and Mathematics in college | 3.625 3.917 | 1.302 1.379 |
In analyzing the data, we used both descriptive and inferential statistics. In the area of descriptive statistics, Table 1 shows that the means of the various items are generally above average. The mean for the level of confidence in doing mathematics and science before the summer 2001 program was 3.75, and after the program the mean increased to 4.125. In this vein, the mean for the level of confidence for doing mathematics and science before the summer 2002 program was 3.75, and after the program the means increased to 3.917.
The level of enthusiasm to go to college after the program had a mean of 4.357 in 2001 and 4.583 in 2002, which produced a result that directly addresses goal 3. The relatively high numbers in the means and small standard deviations are an indication that the program was highly successful.
In the area of inferential statistics, we performed the paired t-test for the research questions and the results are summarized in table 3 (in the full report). Specifically, we found that there was a statistically significant difference in students’ level of enthusiasm in mathematics and science before and after the program for the summer 2001 program (p < 0.05). The result from the summer 2002 program was not statistically significant (p > 0.05). Never-the-less, the means given in table 1 show that students felt stronger in mathematics and science after the program. Therefore, a program such as the SMA has a very high potential to improve students’ knowledge in and disposition to further study mathematics and science.
Table 2(in the full report) shows the distribution of students by gender and ethnicity. In the summer 2001, 38% of participants were male and 62% were females. In summer 2002, 17% were males and 83% were females. Further, 87% of the participants were African-Americans and 13% were Hispanic for the 2001 program. In summer 2002, the participants were all African-Americans.
The distribution in race is consistent with the findings reported in the literature. This program provided an avenue for high school students to experience college and have some idea of what to expect from future college enrollmentS. Currently, 50 % of the students who attended this program have entered college.
Community Benefits and Beyond - We believe that the program had a far-reaching effect on the students who participated as well as those who heard of the program. It was a positive recruitment tool for APSU. In fact, 3 of the students from the program enrolled at APSU and as of fall 2003, 9 out of 20 students from the program were enrolled in colleges, pursuing quantitative related fields; This gives the SMA Program a success rate of 45%. Thirty percent (6/20) of the participants remain in high school and are involved in science and mathematics projects through their participation in science fair activities. The program provided an avenue for high school students to interact with minority role models and it stimulates students’ interest in becoming college graduates, with the potential that they may act as role models in their communities
It is our hope that the main features of this program will be replicated in other universities. Also, this program currently uses no parental evaluations and we are recommending that in the future.
Acknowledgements
The authors would like to thank Verizon Wireless for funding the program, Austin Peay State University for providing a favorable environment for the participants, and Gateway Medical Center, Clarksville, Tennessee for their assistance.
Editor's Notes - See the full article for the study's references. The authors of this article may be reached by contacting Samuel Jator, Department of Mathematics, Austin Peay State University, Clarksville, TN 37044, by e-mail at Jators@apsu.edu or by phone at 931-221-7313.