The contradictory roles of institutional status in retaining underrepresented minorities in biomedical and behavioral science majors

This study drew from a longitudinal dataset to examine factors that contribute to the chances of persisting in selected science majors through the first year of college. Of particular interest was the extent to which institutional status (as measured by student perceptions, average student body SAT scores, and other institutional characteristics), affects those chances for underrepresented minority students. The effects of those institutional status variables were mixed, suggesting that the controversy regarding status has less to do with mismatching minority students to highly competitive institutions and more to do with the institutional culture and practices of competitive educational environments.