2005;184-189.

The role of online networks in the retention of underrepresented minority STEM majors: A foundation for research and action.

A B Collins, M R Caso

UIID-AD: 826

Abstract

This literature review on social networks and communities attempts to provide the theoretical foundation for an online network and community to be designed and built to promote undergraduate self efficacy, retention and progression to graduate school among geographically dispersed underrepresented minority (URM) students in science, technology, engineering and mathematics (STEM) majors. When comprised of supportive individuals, networks can provide academic and personal benefits. Collegiate initiatives have long endeavored to identify and generate characteristics of networks that positively influence self efficacy, retention, and progression of URM students, STEM students, and URM STEM students. Most deliberate network formation efforts have been implemented face to face. However, when it is necessary to support students on separate, geographically distant campuses and unite them within the same communities, face to face implementations are prohibitively expensive and Internet technologies offer a feasible approach. To do this successfully, we need to determine which components that support face to face communities for STEM and URM students can be implemented or modified online, and which cannot be transferred to create a successful online community for URM STEM students. It will also be necessary to determine how to sustain these components, as well as those unique to online networks, that contribute to desired outcomes.

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