Nolan L. Cabrera

TL;DR: Students experienced the collaborative and empowering culture of science, exhibited strong science identities and high self-efficacy, while developing directed career goals as a result of “doing science” in these programs.

TL;DR: The authors explored key factors that impact the college transition of aspiring underrepresented minority students in the biomedical and behavioral sciences, in comparison with white, Asian students and non-science minority students, and examined successful management of the academic environment and sense of belonging during the first college year.

TL;DR: In this paper, the authors examined the relationship between taking MAS classes and passing AIMS (Arizona state standardized tests) and high school graduation and found that participation was significantly related to an increased likelihood of both outcomes occurring.

TL;DR: In this paper, the authors describe the academic resilience of two individuals of Mexican heritage who graduated from Stanford University and attribute their academic success to the support given them by their mothers and their personal motivation to succeed in school; however, they show that this was also possible because the respondents acquired knowledge of the culture of college that is essential for the transition from high school to college.

TL;DR: This article examined racial views and experiences of 12 white men in a single higher education institution via semi-structured interviews and found that participants tended to utilize individualized definitions of racism and experience high levels of racial segregation in both their pre-college and college environments.