A source of fresh insights into the status of racial minorities in STEM and the drivers determining minority student success
This volume in the acclaimed New Directions for Institutional Success provides answers to some of the most pressing questions regarding racial and ethnic minorities in STEM education. Featuring contributions from educators representing the gamut of institutions of higher learning, from large research universities to community colleges, it delves into the latest research into the factors determining racial minority student success in STEM education. And it provides important practical insights into student underperformance and racial disparities in STEM as well as the drivers of minority student success in STEM.
1. Improving the Rate of Success for Underrepresented Racial Minorities in STEM Fields: Insights from a National Project (Sylvia Hurtado, Christopher B. Newman, Minh C. Tran, Mitchell J. Chang).
This chapter offers implications from a national longitudinal study of factors that infl uence racial minority student success in STEM.
2. High–Performing Institutions and Their Implications for Studying Underrepresented Minority Students in STEM (Samuel D. Museus, Deborah Liverman).
Presented in this chapter are implications from a cross–case study of institutions where racial gaps in student retention and rates of degree completion are narrow or nonexistent.
3. Charting the Pathways to STEM for Latina/o Students: The Role of Community Colleges (Lindsey E. Malcom).
This chapter uses fi ndings from a national study of the institutional and fi nancial aid pathways of Latina/o baccalaureate degree recipients to shape implications for research.
4. Identifying Strategies for Increasing Degree Attainment in STEM: Lessons from Minority–Serving Institutions (Laura W. Perna, Marybeth Gasman, Shannon Gary, Valerie Lundy–Wagner, Noah D. Drezner).
Implications from a study on the characteristics, policies, and practices that promote the attainment of African American women in STEM at Spelman College are offered in this chapter.
5. Identifying Comprehensive Public Institutions That Develop Minority Scientists (Steven M. Hubbard, Frances K. Stage).
The authors present colleges and universities that were unexpected yet successful producers of bachelor s degree recipients of color who ultimately earned mathematics and science doctoral degrees.
6. An Anti–Deficit Achievement Framework for Research on Students of Color in STEM (Shaun R. Harper).
The conceptual and methodological framework presented in this chapter is adapted from a forty–two–campus qualitative study of undergraduates who successfully navigated a variety of postsecondary institution types.
7. Lessons from High–Achieving Students of Color in Physics (Sharon L. Fries–Britt, Toyia K. Younger, Wendell D. Hall).
Offered in this chapter are recommendations for future research derived from a fi ve–year study of the academic, social, and racial experiences of Black and Latina/o students who were succeeding in physics.
8. Undergraduate Research Participation and STEM Graduate Degree Aspirations Among Students of Color (Terrell L. Strayhorn).
The research ideas presented in this chapter are based on results from a quantitative study that explored the nexus between engagement in undergraduate research activities and the development of STEM graduate degree aspirations.
9. Investing in the Future: The Importance of Faculty Mentoring in the Development of Students of Color in STEM (Kimberly A. Griffi n, David Pérez II, Annie P. E. Holmes, Claude E. P. Mayo).
Implications from a study that explored the benefi ts of mentoring and how Black STEM professors overcame hurdles often experienced by racial minority students are offered in this chapter.
Epilogue: An Undergraduate Student of Color on the Study of Success in STEM (Bobby R. Williams).
A Black male student leader who maintains a 3.7 grade point average in engineering at a predominantly White university refl ects on his college experiences and offers guidance for future research on students of color in STEM.