The development of a conceptual framework to increase student retention in science, engineering, and mathematics programs at minority institutions of higher education

Although a number of studies have focused on the identification of factors impacting upon minority student persistence at four-year colleges and universities, few have studied the specific factors that affect minority persistence in science, engineering, and mathematics (SEM) departments at predominantly minority-serving institutions. Furthermore, the available research does not attempt to bridge these causal factors and prescriptive actions together to form a cohesive and comprehensive student retention system.;The main objectives of this study were to: (a) identify causal factors regarding minority-student attrition, (b) identify successful retention practices and programs, and (c) develop a retention framework for administrators and practitioners to utilize during the planning and implementation stages of program development.;This study utilized a modified Delphi process to validate a conceptual framework for student retention that was developed from an extensive review of related literature. A panel of 16 experts from across the country rated and commented on specific objectives within the framework during the two-round Delphi technique. This validation process allowed panelists to review commentary from other panelists between each of the two Delphi rounds.;The result of the Delphi research was a student retention framework incorporating five components: Financial Aid, Recruitment and Admissions, Academic Services, Curriculum and Instruction, and Student Services. A collection of approximately 80 specific objectives were identified during this process and are categorized within the five components. The framework is organized much like a menu of proven interventions and programs to assist administrators and practitioners at college campuses with the planning, implementation, and monitoring of a comprehensive student retention program.;It is hoped that further research using this framework as a foundation will result in an instrument that is reflective of the needs of four-year institutions, yet is flexible enough to conform to conditions that are relative to individual campuses.