Clark, Q., Knobloch, N., Esters, L., & Brown, B. (2021). Broadening participation in agricultural sciences through a STEM intervention Program. Journal of Agricultural Education, 62(2), 27-38. http://doi.org/10.5032/jae.2021.02027
The purpose of this study was to examine the perspectives of underrepresented minority students (URM)
from several historically Black land-grant universities and minority-serving institutions (MSIs) who
attended a STEM intervention program at a predominately White research-intensive university. Guided
by expectancy-value motivation and self-efficacy, participants were asked various questions regarding
changes in their perspectives of psychosocial and instrumental support and changes in their selfefficacy
after participating in the STEM intervention program. Data were collected from participants
(n = 80) who attended several historically Black colleges and universities (HBCUs). Findings provide
essential insight into motivational, mentoring, and social cognitive experiences that can bolster the
recruitment and retention of URM students into predominantly White institutions (PWI) STEM
graduate programs.
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