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The paper discusses definitions of resilience and contrasts gaps in prior science-retention research, emphasizing perceptions of competition, study behaviors, gender and race impacts, and thoughts of leaving science.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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is the central focus of the Brandeis Science Posse study?","Question",{"text":63,"@type":64},"The study examines how resilience impacts the retention of Science Posse scholars in STEM fields, using the program’s group model and scholars’ perceptions of success.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the paper define resilience in the context of student retention?",{"text":68,"@type":64},"Resilience is discussed as an individual trait and also as a relationship between individuals and social or organizational contexts, including navigational skill and positive adaptation under stress.",{"name":70,"@type":61,"acceptedAnswer":71},"What factors were used as proxies for resilience in the analysis?",{"text":72,"@type":64},"Proxies included how students navigated competition, study behaviors, thoughts of leaving science, perceived effects of gender and race on studying science, and how successful they felt in the 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Epstein􀀍  \nKim Godsoe†  \nMelissa Kosinski-Collins‡  \nFor the past five years, the Brandeis Science Posse program has recruited and retained students from underrepresented groups in STEM disciplines. In collaboration with the Posse Foundation, we have facilitated the formation of a close-knit, mutually supportive learning community, or a “science posse” for sixty students from New York City public high schools. We have investigated how resilience has impacted retention of Science Posse Scholars in STEM fields. We have found that Science Posse Scholars have multiple criteria by which they evaluate personal success and that an upward trajectory over their STEM career leads to their overall resilience.  \nHelping students articulate and define personal perceptions of success throughout their academic career may help retain them in STEMfields.  \nIntroduction  \nA major area of debate in higher education in the United States is how to best retain underrepresented racial minority students (URM) in Science, Technology, Engineering and Mathematics (STEM). The most highly selective colleges and universities in the United States graduate Blacks and Latinos at a higher rate than less selective colleges and universities, yet these same institutions are less likely to retain underrepresented students in the sciences (Alon and Tienda, 2005; Bowen and Bok, 1998; Huang et al., 2000; NSF, 2004.)  \nResilience is defined as the fixed trait of an individual (Masten, 2001) or as the relationship between an individual and people or organizations (Luthar et al., 2000) . Cabrera and Padilla (2004, p. 152) defined students who were educationally resilient as individuals who “despite economic, cultural, and social barriers still succeed [academically] at high levels”. Stanton-Salazar and Spina (2000) identified resilience as a navigational skill that allows students to not only survive stressful events but use those events to positively shape future events. Lee et al. (2013) found that the most important factors in resilience  \n􀀍Professor, Brandeis University, USA.  \n†Associate Provost, Brandeis University, USA.  \n‡Associate Professor, Brandeis University, USA.  \n[https://doi.org/10.30958/aje.2-1-1](https://doi.org/10.30958/aje.2-1-1) doi=10.30958/aje.2-1-1  \nwere life satisfaction, optimism, positive affect, self-efficacy, self-esteem and social support.  \nWhile resilience has been used to examine issues of retention, there has been relatively little use of the theory in research about retention in science. Previous research has demonstrated that the greatest predictor of retention in STEM at highly selective colleges and universities was first-year and secondyear science grades,(Strenta et al., 1994) . Students who do not experience high grades, particularly after devoting large amounts of study time, will not benefit from these positive feelings, and they will need to navigate feelings of doubt about their academic abilities in science. The ability to tolerate these feelings and continue in STEM is a form of resilience.  \nWe examined how resilience impacted retention of students in science in the Brandeis Science Posse program. All of the students selected for the program were interested in studying science at the college level. Posse Scholars were overwhelmingly URM students, first-generation college students and/or low-income students. As of September 2012, 70% of the Science Posse Scholars had declared a major in STEM fields.  \nWe investigated how Science Posse Scholars understood their success in science. Proxies for resilience in our analysis included how students navigated feelings of competition, study behaviors and thoughts of leaving science, perceptions of the impact of gender and race on the study of science, and the degree to which students perceived themselves as successful in the sciences.  \nBackround on the Science Posse  \nHistory of the Science","cbCaipZy22nnDJ1n","https://ap.wps.com/l/cbCaipZy22nnDJ1n","pdf",495456,13,"English","# Introduction\n## Resilience and Retention in STEM\n## Background on the Science Posse\n### History of the Science Posse Scholars Program\n### The Science Posse Selection Process","[{\"question\":\"What is the central focus of the Brandeis Science Posse study?\",\"answer\":\"The study examines how resilience impacts the retention of Science Posse scholars in STEM fields, using the program’s group model and scholars’ perceptions of success.\"},{\"question\":\"How does the paper define resilience in the context of student retention?\",\"answer\":\"Resilience is discussed as an individual trait and also as a relationship between individuals and social or organizational contexts, including navigational skill and positive adaptation under stress.\"},{\"question\":\"What factors were used as proxies for resilience in the analysis?\",\"answer\":\"Proxies included how students navigated competition, study behaviors, thoughts of leaving science, perceived effects of gender and race on studying science, and how successful they felt in the sciences.\"}]","The Brandeis Science Posse - Using the Group Model to Retain Students in the Sciences | PDF",1792075055,33]