Improving the rate of success for underrepresented racial minorities in STEM fields: Insights from a national project

Hurtado, Sylvia; Newman, Christopher B.; Tran, Minh Chau Joe; Chang, Mitchell J.

doi:10.1002/ir.357

Cited by 204 publications

(187 citation statements)

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“…Table 2 Master Similar to Bachelor's degree distribution, a large portion of HEAFMs hold Master's degrees in a Liberal Arts field (36 degrees), but the field of Education (66 degrees or 53% of all Master's degrees held) was much better represented than for Bachelor degree attainment. The most common Master's degree was in Higher Education (40), followed by an Education degree (10), and an Economics degree (8).…”

Section: Resultsmentioning

confidence: 45%

Educating the Academe- How Academic Homogeneity Stifles Racial Diversity

Taylor

2018

IRAJMSS

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<p>Although there is a wealth of research to support the notion that the American professoriate it is not as racially and ethnically diverse as it could and should be, very little research has focused on the particular academic backgrounds of Higher Education faculty members in American universities. The purpose of the study is to examine the academic backgrounds of higher education administration faculty members (all ranks of professors, lecturers, and clinical staff; n = 119) employed at America’s top 10 universities for Higher Education Administration according to the 2016 list compiled by U.S. News & World Report. Findings suggest that Liberal Arts (62% of Bachelor’s degrees) produce the most faculty members, while Education (5%) produces nearly the fewest amounts. Findings also suggest that Psychology, Sociology, Economics, and English are the most common undergraduate academic fields producing higher education faculty members, yet these are academic pathways that Black/African-American and Hispanic/Latino undergraduates rarely take, possibly contributing to the lack of racial and ethnic diversity in the higher education professoriate and other related fields. Implications for policy, practice, and future research are addressed.</p>

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Section: Resultsmentioning

confidence: 45%

Educating the Academe- How Academic Homogeneity Stifles Racial Diversity

Taylor

2018

IRAJMSS

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“…Further, the authors point out that support and motivation are linked to high success rates among them, and also that experiences in research projects, a positive expectation by faculty, mentoring and emotional support in times of pressure and difficulty proved significant with regard to the motivation for these students to remain in the courses. Similar results were found in other works (FOLTZ; GANNON; KIRSCHMANN, 2014;HASKINS;KIRK-SANCHEZ, 2006;HURTADO et al, 2007HURTADO et al, , 2010MUSEUS;LIVERMAN, 2010).…”

Section: The Permanence Issuementioning

confidence: 42%

Educação matemática e ações afirmativas: possibilidades e desafios na docência universitária

Silva

2017

Cad. Pesqui.

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“…Undergraduate research experiences have well-known positive impacts for all students, which are further amplified in the case of minority and female students (7,20,21) . In fact, the first of the 1998 Boren Commission's fifteen recommendations (22) for the modern American research university was to "make research-based learning the standard" from the first year, envisioning education as an active inquiry-based process with faculty mentoring of students.…”

Section: Introductionmentioning

confidence: 44%

“…Such factors may lead to academic under-preparation and create intimidating situations upon arriving in collegiate settings (6) . These factors further produce a certain stigmatization which can deflate self-confidence and diminish academic performance (7) . In this context, tailored interventions can mitigate these negative factors to improve minority STEM participation.…”

Section: Introductionmentioning

confidence: 45%

“…Freshman and sophomore "gateway" courses typical of STEM programs often produce high attrition rates overall, disproportionately impacting minority and female students (6) . In many cases, minority students are often the first in their families to attend college, tend to come from lower-income households (6,7) , and speak English as a second language (6) . Such factors may lead to academic under-preparation and create intimidating situations upon arriving in collegiate settings (6) .…”

Section: Introductionmentioning

confidence: 46%

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Raising Interest in STEM Education: A Research-based Community College-University Partnership for Improving Minority Participation

Christe

Wisner

Kontsos

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Jay Bhatt is responsible for building library collections in engineering subject areas, outreach to faculty and students, and teaching information and research skills to faculty and students in Engineering, Biomedical Engineering, and related subject areas. He provides individual and small group consultations to students, instructional sessions to specific classes, online research support in both face to face and distance learning programs, and conducts workshops for specialized research areas. Jay is actively involved with the Engineering Libraries Division of the American Society for Engineering Education University with the overall objective to increase the interest of underrepresented minority students (URMs) in STEM has been implemented. The working hypothesis for the University component of this effort has been that learning about science and engineering is most effective if it is paired with the challenge of independent research in a collaborative "micro-environment", such as the one in academic research laboratories. In this approach, six undergraduate URMs (three male, three female) were selected in the inaugural year, expanding to eight students (four male, four female) in the program's second year. Each student selected a faculty advisor and research group aligned to their individual interests within the first week of the ten week program. From the outset, students were introduced to key library professionals and digital search tools which they employed to review literature relevant to their research foci, forming a basis for research proposals. By week four, students presented their research plans before a panel of faculty and student judges. To enrich individual research experiences, weekly seminars with guest lectures and discussions on modern drivers of STEM research were integrated in this summer research program. In order to complete the program, each student produced three final deliverables -an oral presentation, a technical poster and a final paper. In addition, students were exposed to an industrial R&D setting through a visit to a multinational corporation known for its innovation. A final survey and individualized assessments were conducted to evaluate the effectiveness of the program and progress of the individual students, respectively. Students demonstrated familiarity with basic research methods and universally reported increased interest in STEM education and careers, with several continuing to work in their labs beyond the program's formal duration.

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Improving the rate of success for underrepresented racial minorities in STEM fields: Insights from a national project

Abstract: In this chapter, we summarize findings and offer implications from the first phase of a national longitudinal study of undergraduate STEM majors conducted by the Higher Education Research Institute at UCLA.

Cited by 204 publications

References 10 publications

Educating the Academe- How Academic Homogeneity Stifles Racial Diversity

Educating the Academe- How Academic Homogeneity Stifles Racial Diversity

Educação matemática e ações afirmativas: possibilidades e desafios na docência universitária

Raising Interest in STEM Education: A Research-based Community College-University Partnership for Improving Minority Participation

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