ResearchEd and Partner Organizations receive funding from the National Science Foundation to Understand Pathways to Graduate Education for Marginalized Students in STEM

ResearchEd is excited to be part of the research team for the National Science Foundation’s STEM-Maps project, a meta-analysis study on pathways to science, technology, engineering and mathematics (STEM) graduate programs for marginalized students.

The team includes researchers from FHI360, ResearchEd, the University of Tennessee Knoxville, Texas A&M University, and Kansas State University.

A Young Scientist looking through a microscope

Background

While graduate school participation is increasing overall in the US, students from marginalized groups in STEM fields attend graduate school at much lower rates than their peers. In particular, low participation in graduate school by women and students from certain races and ethnicities (i.e., Black, Hispanic, and Indigenous) continues to create disparities in the STEM workforce.

Graduate preparation programs can help undergraduate students from marginalized groups enroll and succeed in these programs helping students in many ways. This support includes providing mentorship, financial support, peer groups, or through combining multiple support structures. Understanding how students from these marginalized groups are supported in preparing for graduate programs in STEM fields is crucial to support and retain marginalized students in these fields, diversify the workforce, and promote equity.

The Project

This project will examine existing studies that focus on STEM graduate preparation programs to explore the approaches that help students apply for graduate school, enroll in master's or doctoral programs, and eventually graduate with advanced degrees.

Drawing from the theoretical foundations of intersectionality and critical capital theory, this project includes a systematic review and meta-analysis of quantitative studies that examine graduate preparation programs that are intended to increase preparation for, enrollment in, and completion of STEM graduate-level degree programs among marginalized groups.

The project will:

Determine the overall effect of participation in graduate preparation programs on marginalized students' STEM graduate school preparation, enrollment, or degree completion;
Identify which program components best support marginalized students in STEM
Uncover which student identity groups do and do not have research on their participation in graduate school preparation programs.

The findings from this project will help the field understand which graduate preparation programs work and what systemic change levers are most effective in improving outcomes for students from marginalized groups.

This project is supported by the National Science Foundation’s EDU Core Research (ECR) program. The ECR program emphasizes fundamental STEM education research that generates foundational knowledge in the field. Investments are made in critical areas that are essential, broad, and enduring from STEM learning environments, broadening participation in STEM, and STEM workforce development.

As part of this work, ResearchEd will be leading a Community of Practice (CoP). The goals of the CoP will be to disseminate project findings and discuss integrating research findings into practice within programs or institutions. ResearchEd is looking to convene a team of 50 practitioners from STEM and higher education organizations that represent researchers, practitioners, and policymakers.

If you are interested in participating in the Community of Practice, please get in touch here.

Timeline

This 2.5 year project kicked off in October 2024, keep checking this page for updates as the work progresses.

Meet The Team

David Rehfeld, PhD.

Dr. David Rehfeld is serving as the coding lead for this project, overseeing article review, data cleaning, and supporting quantitative analysis and interpretation. With extensive experience in systematic reviews and meta-analyses, including collaborations with PI Renbarger on projects addressing marginalized populations and systemic biases in educational outcomes. His research primarily focuses on how individuals learn in communication sciences and disorders (CSD), particularly for three main groups: children with language disorders, undergraduate and graduate students in CSD, and caregivers. His work aims to improve academic, social, and vocational outcomes for children, enhance clinical knowledge and skills for future professionals, and develop effective instructional methods for caregivers and allied health professionals.

Hanhui Bao

Hanhui is a PhD student in the Learning, Design, and Technology program at the University of Tennessee, Knoxville. Her research interests include STEM education, digital learning, and educational equity. Outside research, she enjoys reading and playing guitar.

Rachel Rush-Marlowe

Rachel Rush-Marlowe is a passionate education policy professional with expertise in higher education topics such as federal student aid, student loan default, rural community college issues, college leadership, and postsecondary data collections. She has worked at a variety of education organizations such as the Association of Community College Trustees, the National Student Clearinghouse Research Center, New America, and at Quality Information Partners on contracts for the National Center for Education Statistics. In 2020, Rachel founded ResearchEd, and began providing research, advocacy, and data services to postsecondary institutions and affiliated organizations across the country. Rachel's passion for education policy and research comes from a deep commitment to students, something that she learned from her parents, who are both educators.

Ying Wang, PhD.

Ying Wang is an educational psychologist with a passion for improving STEM education and bringing research to practice. She completed her Ph.D. in Educational Psychology at the Pennsylvania State University in Fall 2021. Currently, she is an education researcher at FHI 360 where she focuses on applying psychological and learning theories in undergraduate STEM contexts. Particularly, she is interested in how classroom-based interventions can effectively support students’ self-regulated learning and metacognition in practice. Her passion for developing effective interventions also leads to their other research interests in systematic reviews and meta-analyses, where she examines various topics in STEM education and informed theoretical and practical advances.

Ellen Puccia, PhD.

Ellen Puccia, PhD is an Anthropologist with a specialty in research methods and is the Executive Director of Beta Research Associates, Inc. She has evaluated more than 20 federally funded projects over the past 16 years. She has brought her expertise in research methods projects focused on mental health, healthcare provision, and education. She has also served as co-PI on NSF-funded projects concentrating on the persistence of women, racially/ethnically marginalized, and gender and sexual minoritized students in undergraduate STEM programs.

Rachel Renbarger, PhD.

Rachel Renbarger, PhD is an Educational Researcher with FHI360. As a rural, first-generation, and low-income student and former secondary teacher, her research interests include utilizing best practices in research methods along with increasing educational access and equity for marginalized populations in K-12 and postsecondary settings. Part of this research methods work focuses on improving the research-to-practice pipeline and thus works to increase transparency and confidence in educational research through the inclusion of critical lenses and appropriate open science practices. Dr. Renbarger is a former dissertation award recipient for the National Association for Gifted Children as well as awardee of multiple grants focused on understanding the intersectional educational experiences of students.

Rachel Wong, PhD.

Rachel Wong, Ph.D. will oversee the quantitative portion of this project. Dr. Wong has conducted and published multiple meta-analyses on various topics in educational research. Dr. Wong has received extensive training in meta-analysis, such as the American Educational Research Association (AERA) Advanced Meta-Analysis course and the Meta-Analysis Training Institute. She regularly serves as a reviewer for conference proposals submitted to the AERA Systematic Review and Meta-Analysis Special Interest Group. She is guest associate editor for the Journal of Engineering Education’s special issue on Systematic Reviews and Meta-Analyses in Engineering Education.

About

About ResearchEd
ResearchEd is an education policy research group providing objective analysis, deep insights, and detailed recommendations for organizations seeking to support equitable student outcomes and promote community and economic development through education. At ResearchEd, we believe research is a tool to empower action, whether it be in the classroom, on campus, or in Congress. Our vision is to conduct work that increases equitable access to education as a catalyst for student and community success. Increasing and equalizing access to education is the first step in breaking down historic and ongoing structural barriers to racial and social justice, and to improving the well-being of all people.

About FHI 360

FHI 360 is a global organization focused on mobilizing research, resources, and relationships so that people everywhere can access opportunities they need to lead fulfilling and healthy lives. FHI 360 has spent the last 50 years developing bold solutions to global challenges, with measurable results through research and application of scientific breakthroughs operating in over 60 countries around the world.