CERP recently compared critical outcomes of 187 undergraduate computing students who had participated in a formal research experience (REU) during the 2012 academic year. Students of racial minority who had participated in a REU reported greater gains in (a) knowledge about the graduate admission process, (b) academic and career self-efficacy, and (c) intentions to persist in computing compared to students of racial majority. These findings suggest that REUs in computing provide students of racial minority with an opportunity to be better prepared to apply for graduate study and develop self-efficacy. Further, formal REUs may be a particularly effective strategy for facilitating the matriculation of racial minority students through the computing pipeline.
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