[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-583541-105":59,"doc-detail-583541-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","strengthening-the-stem-pipeline-the-contributions-of-small-and-mid-sized-independent-colleges-executive-summary","Strengthening the STEM Pipeline: The Contributions of Small and Mid-Sized Independent Colleges - Executive Summary","","Report examining how small and mid-sized independent colleges strengthen the STEM pipeline for students historically underrepresented in STEM—women, blacks/African Americans, and Latino/Latina graduates. Compares bachelor’s-degree recipients across four institutional types using nationally representative National Center for Education Statistics and NSF datasets. Highlights higher STEM persistence for women, blacks, and Latinos/Latinas at private nonprofit nondoctoral colleges, strong faculty interaction assessments, high satisfaction, substantial graduate-degree attainment, and employment in STEM or STEM-related occupations, plus support for STEM doctorate preparation.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/strengthening-the-stem-pipeline-the-contributions-of-small-and-mid-sized-independent-colleges-executive-summary/583541/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/strengthening-the-stem-pipeline-the-contributions-of-small-and-mid-sized-independent-colleges-executive-summary/583541.png","ImageObject",300,407,{"name":92,"@type":93},"Jacob","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What research question does the report address?","Question",{"text":112,"@type":113},"It explores how small and mid-sized independent colleges prepare individuals historically underrepresented in STEM fields for further study and research.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were institutional types compared in the analysis?",{"text":117,"@type":113},"Bachelor’s degree recipients from four major institution types—public nondoctoral, public doctoral, private nonprofit nondoctoral, and private nonprofit doctoral—were compared using persistence, time-to-degree, and post-baccalaureate outcomes.",{"name":119,"@type":110,"acceptedAnswer":120},"Which institutional type shows the strongest persistence results for underrepresented students?",{"text":121,"@type":113},"Private nonprofit nondoctoral colleges show the highest STEM persistence rates among women, blacks, and Latinos/Latinas within five years of first baccalaureate enrollment.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},583541,1792061742,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},962084931830,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Table of Contents  \nExecutive Summary ....................................................................................................2  \nIntroduction ...............................................................................................................3  \nBackground ................................................................................................................ 3  \nUnderrepresented Groups in STEM........................................................................ 3  \nApproach ................................................................................................................... 4  \nUndergraduate STEM Degree Production ...................................................................5  \nPersistence in Stem and Interactions With Faculty .................................................... 5  \nTime-To-Bachelor’s Degree in Stem Fields and Satisfaction with Undergraduate Education ................................................................................................................... 9  \nPost-baccalaureate Outcomes of STEM Graduates.................................................... 12  \nGraduate Degree Completion and Employment ...................................................... 12  \nGraduate Education ............................................................................................. 12  \nEmployment Outcomes........................................................................................ 14  \nDoctoral Degree Recipients in Stem Fields ............................................................... 15  \nWomen in STEM................................................................................................... 20  \nAfrican Americans in STEM .................................................................................. 21  \nLatinos/Latinas in STEM ....................................................................................... 21  \nConclusion and Recommendations ...........................................................................21  \nReferences................................................................................................................23  \nAppendices ...............................................................................................................25  \nExecutive Summary  \nThe 2014 Council of Independent Colleges (CIC) report Strengthening the STEM Pipeline: The Contributions of Small and Mid-Sized Independent Colleges demonstrated the critical role this sector of higher education institutions plays in preparing its students for success in obtaining undergraduate and graduate degrees in science, technology, engineering, and mathematics (STEM) fields. This report takes the research one step further to explore the role of small and mid-sized institutions in preparing individuals historically underrepresented in STEM fields—specifically, women, blacks or African Americans, and Latino/Latina graduates—for further study and research.  \nTo address the research questions, bachelor’s degree recipients from four major types of institutions—public nondoctoral, public doctoral, private nonprofit nondoctoral, and private nonprofit doctoral—were compared on several postsecondary education outcome indicators:  \npersistence in undergraduate STEM programs, time-to-degree, post-baccalaureate employment and education outcomes, and earning a doctoral degree in a STEM field. The analysis was conducted using National Center for Education Statistics and National Science Foundation datasets that are nationally representative.  \nPrivate nonprofit nondoctoral colleges—the ones most closely representative of CIC—show the highest persistence rates among women, blacks, and Latinos/Latinas in STEM fields within five years of first baccalaureate enrollment when compared to similar students at other types of institutions. Almost eight of 10 women who obtain STEM bachelor’s degrees from private nonprofit nondoctoral institutions gradu","cbCaieCOvNXxHM2t","https://ap.wps.com/l/cbCaieCOvNXxHM2t","pdf",2764844,78,"English","# Executive Summary\n## Background\n## Underrepresented Groups in STEM\n## Approach\n## Undergraduate STEM Degree Production\n## Persistence in Stem and Interactions With Faculty\n## Time-To-Bachelor’s Degree in Stem Fields and Satisfaction with Undergraduate Education\n## Post-baccalaureate Outcomes of STEM Graduates\n## Graduate Degree Completion and Employment\n## Graduate Education\n## Employment Outcomes\n## Doctoral Degree Recipients in Stem Fields\n## Women in STEM\n## African Americans in STEM\n## Latinos/Latinas in STEM\n# Conclusion and Recommendations\n# References\n# Appendices","[{\"question\":\"What research question does the report address?\",\"answer\":\"It explores how small and mid-sized independent colleges prepare individuals historically underrepresented in STEM fields for further study and research.\"},{\"question\":\"How were institutional types compared in the analysis?\",\"answer\":\"Bachelor’s degree recipients from four major institution types—public nondoctoral, public doctoral, private nonprofit nondoctoral, and private nonprofit doctoral—were compared using persistence, time-to-degree, and post-baccalaureate outcomes.\"},{\"question\":\"Which institutional type shows the strongest persistence results for underrepresented students?\",\"answer\":\"Private nonprofit nondoctoral colleges show the highest STEM persistence rates among women, blacks, and Latinos/Latinas within five years of first baccalaureate enrollment.\"}]","Strengthening the STEM Pipeline: The Contributions of Small and Mid-Sized Independent Colleges - Executive Summary | PDF",1792047610,197]