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Annotated Bibliography

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Annotated Bibliography – Latanya Hammonds-Odie
July 2012

Tai, Robert H., Ward, R. Bruce, Sadler, Philip M. (2006).High School Chemistry Content Background of Introductory College Chemistry Students and Its Association with College Chemistry Grades, Journal of Chemical Education 83:1703-1711.


Study followed 3521 students in Introductory Chemistry courses at 31 colleges and universities in U.S. The authors assessed the background knowledge of the students by surveying concepts and principles in 8 pre-defined topic areas in Chemistry. They found a correlated between these topic areas relative to success as defined by final grades in course. Of particular importance was experience and familiarity with stoichiometry. Also the authors noted that there were also 3 math predictors including a calculus background.


I would use this study to help design a similar survey instrument to address prior knowledge of entering science majors in the introductory courses. I am interested in how they distill the content into 8 areas and whether this can also be done in Math and Biology.


Tai, Robert H., Sadler, Philip M., Mintzes, Joel J. (2006). Factors Influencing College Science Success, Journal of College Science Teaching, 36: 52-56.


Larger data set from introductory science classes (biology, chemistry and physics) from 55 colleges and universities with a focus on relative importance of demographic and education factors as well as experiential factors.


I would use this study to help design a similar survey instrument to address prior knowledge of entering science majors in the introductory courses and the demographic type factors.


US Commission on Civil Rights. (December, 2010). Encouraging Minority Students to Pursue Science, Technology, Engineering and Math Careers. A Briefing before the United States Commission on Civil Rights Held in Washington, D.C. Briefing Report. Retrieved from


This report includes the presentations and summaries from 5 researchers who attempt to address the reasons for the disparties in the numbers of minorities who persist in STEM field to earn an undergraduate and graduate degrees in the sciences. The report includes the 5 slides presentations and statements from 4 of the 5 researchers along with details of the discussions between the panel members and the “witnesses.”


I would use this report to design a longitudinal study at GGC to examine persistence in the sciences for a subset of science majoring in the sciences.


Wang, X. (February, 2012) Modeling Student Choice of STEM Fields of Study: Testing a Conceptual Framework of Motivation, High School Learning, and Postsecondary Context of Support, Wisconsin Center for the Advancement of Postsecondary Education (WISCAPE) Working Paper. Retrieved from


This study used data from the Educational Longitudinal Study (2002, follow up in 2004 and 2006) to separate experiences in high school science and math courses from those experiences in introductory science courses and looks at the impact of these environments on persistence. Also useful is the discussion on the limitations of this study.


I would use this paper to first think about the short-term study that I would like to do and consider which aspects would be applicable to the GGC student population.


Arnold, A. (March, 1999) Retention and Persistence in Postsecondary Education: A Summation of Research Studies, Texas Guaranteed Student Loan Corporation. Retrieved from  


This report was prepared based on data from the Texas public colleges and universities. It includes several factors and limitation on this type of study along with reference citations and a case study – St. Mary’s University. I will use this study to pattern my study of persistence at GGC.

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