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Gates Foundation Scholars Series

The Gates Foundation Scholars series includes the Gates Millennium Scholars (GMS) and the Washington State Achievement (WSA) scholars data. Both sets of data were cross-sectional and followed respondents over a period of years and thus were longitudinal.

The goal of the GMS data was to gather data on the lives of scholars and selected non-recipients in order to analyze the effects on the educational, civic, and personal lives of selected sample members. Respondents in the GMS data had to (1) be of African American, American Indian/Alaska Native, Asian American, Hispanic/Latino, or Pacific Islander background; (2) be full-time students entering college or university; (3) have a GPA of at least 3.3 on a 4.0 scale; (4) be eligible for Pell Grants; (5) be leaders in community service, extracurricular, or other activities.

The goal of the WSA data was to measure the impact of the scholarship on the life outcomes of recipient students compared to non-recipient students. The outcomes examined are (1) matriculation into a college/university, (2) type of institution of higher education, (3) if Achievers were able to eliminate the need to work for pay (other than work-study awards), and (4) if Achievers were able to eliminate/reduce the need for student loans. Respondents were students at one 16 selected high schools in Washington State as they redesigned their schools in order to increase academic achievement for all of their students.

Data in the Series

Related Publications

Most Recent Publications

2016
Brannon, T.N. . Cultural cues that cultivate change: How mainstream institutions can creatively address bias and inequality through the inclusion of diverse ideas and practices. Bias in Context: Interdisciplinary Approaches to Discrimination and Inequality Conference. Pomona, CA.
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2016
Brannon, T.N. . ?I, too am (my college)?: Affirming identity and affording inclusion.. American Psychological Association (APA) Division 45 Biennial Conference. Stanford, CA.
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2015
Brannon, T.N.,  Markus, H.R.,  Taylor, J.V. . Positive Consequences of Inclusive Diverse Practices: Interdependent Motivation, Academic Fit and Identification, Persistence and Performance. Society for Personality and Social Psychology 2015 Annual Convention. Long Beach, CA.
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2015
Brannon, Tiffany N.,  Markus, Hazel Rose,  Taylor, Valerie Jones . 'Two souls, two thoughts,' two self-schemas: Double consciousness can have positive academic consequences for African Americans. Journal of Personality and Social Psychology. 108, (4), 586-609.
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2015
Peteet, B.,  Bates, L.,  McCuistian, C.,  Lige, Q. Personal attitudes and STEM major selection in academically capable ethnic minority students. annual meeting of the Association of Black Psychologists. Las Vegas, NV.
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2012
Pharris-Ciurej, Nikolas,  Herting, Jerald R.,  Hirschman, Charles . The impact of the promise of scholarships and altering school structure on college plans, preparation, and enrollment. Social Science Research. 41, (4), 920-935.
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2009
Halverson, Marie,  Wolniak, Gregory . The Inaugural Cohort of Washington State Achievers Six Years After High School. Chicago, IL: National Opinion Research Center (NORC).
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