2025 Collaborative Network for Engineering & Computing Diversity (CoNECD)

Undergraduate, Graduate, Race/Ethnicity, Socio-economic status

First-generation, low-income, and racially minoritized students face structural educational inequities, resulting in lower rates of graduate degree attainment compared to their counterparts [1]. A Step to the Doctorate Institute (S2D) at Virginia Tech’s Center for the Enhancement of Engineering Diversity (VT CEED) bridges the gap between undergraduate and graduate programs, boosting underrepresented minority engagement in graduate education. This exploratory study presents a brief literature review on equity in graduate education, an overview of VT CEED’s S2D, and an assessment of program effectiveness via self-efficacy in supporting student academic trajectories and administrative efforts in identifying key program components.

Several components of assessment are used in S2D programming. We employ the Graduate Education Self-Efficacy Scale (GESES), a comprehensive 57-item instrument that provides numerical assessment of self-efficacy across the following categories: academic, research, and social. Previous studies utilizing the GESES found amongst McNair faculty mentors and scholars that social self-efficacy requires encouragement in addition to academic engagements. Academic socializing and personal relationships are critical aspects to continue examining and building in the social self-efficacy domain (Waller & Hill, 2018). To apply the GESES for identifying participant needs at program entry, we utilized the QuestionPro survey software. Understanding participant self-efficacy supports effective curriculum building.

Using these assessment tools, we conducted exploratory data analysis to highlight variation in self-efficacy across GESES categories. To further contextualize self-efficacy trends, university and university research level (according to Carnegie Classification of Institutions of Higher Education) for each participant were appended to the dataset during data preparation. The researchers utilized Tableau to produce dashboards supporting administrators in identifying self-efficacy trends amongst program participants and perform demographic analysis to further explore graduate education self-efficacy.

Another component of S2D programming is having prospective S2D participants complete an application. As part of the application, the statement of purpose is used as an artifact to observe any reinforcement of participant self-efficacy. Understanding the nature of an application and the S2D mission, the application is a source of quantitative and qualitative data that underscores supports, barriers, and levels of self-efficacy in pursuit of graduate education.

Consistent self-efficacy trends support participant-centered curriculum building. To see how well the application data reflects the GESES survey analysis, the GESES categories as described above have been mapped to the application data. A three step qualitative method involving frequency analysis, categorical mapping, and categorical weighing is employed to ensure comprehensive analysis. Consistent categorization across quantitative and qualitative data will cross validate self-efficacy trends resulting in well informed decision making in curriculum development.

Future work will look at other components relevant to the evaluation of S2D programming: a) personal statements b) exit survey analysis c) post program analysis. Crafted by S2D participants with the support of writing coaches, personal statements written during the program are a reflection of participant stories and the effectiveness of programming and staff. The exit survey provides feedback on programming from the participant perspective which will help administrators take steps toward enhanced curriculum building. Post program analysis provides administrators with insight regarding long term outcomes of S2D programming.

References

Waller, T., & Wolfe, H. L. (2018). A Qualitative Approach to Researching Self-Efficacy Perception of McNair Scholars*.

Tate, K. A., Fouad, N. A., Marks, L. R., Young, G., Guzman, E., & Williams, E. G. (2015). Underrepresented First-Generation, Low-Income College Students’ Pursuit of a Graduate Education: Investigating the Influence of Self-Efficacy, Coping Efficacy, and Family Influence. Journal of Career Assessment, 23(3), 427–441.