Rising to the Challenge: Adult Student Perceptions of Institutional Supports to Increase Access to Careers in Biotechnology

Autor/inn/en	Portnoy, Lindsay; Sadler, Ash; Zulick, Elizabeth
Titel	Rising to the Challenge: Adult Student Perceptions of Institutional Supports to Increase Access to Careers in Biotechnology
Quelle	In: Higher Education, Skills and Work-based Learning, 13 (2023) 2, S.338-354 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Portnoy, Lindsay)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2042-3896
DOI	10.1108/HESWBL-06-2022-0128
Schlagwörter	Access to Education; Career Choice; Biotechnology; Educational Experience; Undergraduate Students; Two Year College Students; Student Attitudes; Social Cognition; Acceleration (Education); STEM Careers; Academic Achievement; Disproportionate Representation; Financial Support; Social Support Groups; Institutional Cooperation; Alignment (Education); Mentors; Program Effectiveness; Low Income Students; Minority Group Students; Education Work Relationship; Social Mobility; Salaries; Employers; Career Development; Student Characteristics; Academic Persistence; School Holding Power + Suchen Sie Ihr Suchwort? Education; Access; Bildung; Zugang; Bildungszugang; Biotechnologie; Bildungserfahrung; Schülerverhalten; Soziale Kognition; Acceleration; Beschleunigung; Schulleistung; Finanzielle Förderung; Social support; Soziale Unterstützung; Institute; Co-operation; Cooperation; Institut; Kooperation; Soziale Mobilität; Entlohnung; Gehalt; Berufsentwicklung
Abstract	Purpose: Amidst continued calls for the democratization of access to higher education for historically underrepresented populations alongside the first global health crisis in a century lies the opportunity to address persistent societal needs: increasing access for underrepresented minority students to educational pathways that lead to careers in lucrative fields of science, technology, engineering and math (STEM). Design/methodology/approach: Student participants enrolled in the biotechnology pathway Associates, Bachelors and Masters programs share programmatic experience in an accelerated biotechnology program through a bi-annual survey grounded in the central tenets of social-cognitive career theory aimed at understanding requisite academic, social and financial support for student success. Findings: The pathway program described in this paper emerged to address the need to support underrepresented students in degree attainment and taking on roles in the growing field of biotechnology through a novel, multi-degree, multi-institutional pathway to STEM degree attainment and career success. Social implications: This work has advanced understanding about how to effectively align higher education institutions with each other and with evolving STEM labor market demands while documenting the impact of essential academic, career and social supports recognized in the literature as high impact practices in broadening participation and increasing retention of underrepresented minority students in lucrative STEM careers. Originality/value: Pathway programs which best support student success include robust mentoring, experiential learning and robust student scholarship support, part of the design of this unique pathway program. The authors share how this program utilizes high impact practices to provide low-income, underrepresented minority students with supportive, accelerated biotechnology degrees in preparation for success in the job market. What's more, of all our BS-level graduates thus far, 100% are employed and 93% within the biotechnology field. For many, the opportunity to raise their family out of poverty via a stable, high paying job is directly tied to their successes within this program. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01