title: Enhancing diversity in science: is teaching science process skills the answer?
abstract: The Biology Fellows Program at the University of Washington aims to enhance diversity in science by helping students succeed in the rigorous introductory biology classes and motivating them to engage in undergraduate research. The composite Scholastic Achievement Test scores and high school grade point averages of the Biology Fellows are comparable to those of students who are not in the program; however, they earn, on average, higher grades in introductory biology classes than non-Biology Fellows. Underrepresented minorities and disadvantaged students in the program also earn higher grades in the introductory biology classes than do their non-Biology Fellows counterparts. Analysis of the performance of Biology Fellows shows that the program assists students who are not proficient in certain science process skills and that students who lack these skills are at risk for failing introductory biology. This evaluation provides insight for designing programs that aim to enhance the performance of beginning students of biology, particularly for underrepresented minorities, who want to obtain a life science degree.
authors.affiliation: Department of Biology, University of Washington, Seattle, WA 98195, USA. cdirks@u.washington.edu
authors.forename: Clarissa
authors.initials: C
authors.lastname: Dirks
authors.forename: Matthew
authors.initials: M
authors.lastname: Cunningham
mesh_terms: D001290:Attitude; D001695:Biology / Q000193:education; D018864:Cultural Diversity; D003710:Demography; D004521:Educational Measurement; D005260:Female; D006801:Humans; D008297:Male; D008913:Minority Groups / Q000193:education; D012586:Science / Q000193:education*; D013334:Students; D013663:Teaching; D035862:Vulnerable Populations