CBE—Life Sciences EducationVol. 15, No. 3 ArticlesFree AccessBeyond Academic and Social Integration: Understanding the Impact of a STEM Enrichment Program on the Retention and Degree Attainment of Underrepresented StudentsTonisha B. LaneTonisha B. LaneSearch for more papers by this authorPat Marsteller, Monitoring EditorPublished Online:13 Oct 2017https://doi.org/10.1187/cbe.16-01-0070AboutSectionsView articleView Full TextSupplemental MaterialView PDF ToolsAdd to favoritesDownload CitationsTrack Citations ShareShare onFacebookTwitterLinked InRedditEmail View articleSupplemental Materialcombinedsupmats.pdf (214 KB)FiguresReferencesRelatedDetailsCited byA review of undergraduate research programs aimed at underrepresented studentsSTAR Protocols, Vol. 5, No. 2Nurturing the Capital Within: A Qualitative Investigation of Black Women and Girls in STEM Summer Programs7 June 2020 | Urban Education, Vol. 58, No. 6DEMYSTIFYING THE MAGIC: INVESTIGATING THE SUCCESS OF UNIVERSITY-COMMUNITY PARTNERSHIPS FOR BROADENING PARTICIPATION IN STEMJournal of Women and Minorities in Science and Engineering, Vol. 29, No. 1A Feminist Ethics of Care Within Counterspaces: Supporting Inclusion in Postsecondary ICT EducationIEEE Technology and Society Magazine, Vol. 41, No. 4Investigating the impact of peer supplemental instruction on underprepared and historically underserved students in introductory STEM courses5 September 2022 | International Journal of STEM Education, Vol. 9, No. 1Inclusion is Much More Than Access: STEM Capital and Agentic StrategiesLiterature Reviews, Theoretical Frameworks, and Conceptual Frameworks: An Introduction for New Biology Education ResearchersJulie A. 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B. Lane. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0).This study was made possible in part through funding from Michigan State University’s College of Education. The funding agency made no contribution to design, data collection, interpretation, or publication of this study.PDF download