Table of Contents

Abstract

The primary purpose of this monograph is to provide educational researchers, policymakers, and practitioners with an overview of existing knowledge regarding factors that influence success among racial and ethnic minority students in the STEM circuit. To accomplish this task, we reviewed more than four hundred books, book chapters, journal articles, and policy reports related to this topic. The remainder of this opening chapter discusses the current condition of racial and ethnic minorities in STEM education, paying particular attention to racial disparities throughout the circuit. It also discusses the role of race in the experiences of racial and ethnic minorities in STEM. The following two chapters provide a comprehensive synthesis and analysis of the literature on the precollege and college-level factors that influence the success of students of color in the STEM circuit. The final chapter presents the Racial and Ethnic Minorities in STEM (REM STEM) model, which emerged from our review of the literature, to serve as a framework to guide future research, policy, and practice. This concluding chapter also offers implications for future research, policy, and practice. Key Concepts and DefinitionsBefore we begin our analysis and synthesis of existing literature on racial and ethnic minority students in STEM education, it is critical to define key concepts and note important limitations of the volume. This section delineates and defines terms related to race, ethnicity, and STEM education. In defining these concepts, we aim to establish clarity and consistency in our word choices and the meanings that we attach to them.

An analysis of award‐winning science trade books for children: Who are the scientists, and what is science?

“…Ladson-Billings (1995) described culturally relevant teaching as allowing students to develop and maintain their cultural competence for navigating their home communities while at the same time developing critical consciousness and fostering academic excellence. In a review on college success in STEM fields for students from minoritized groups, Museus, Palmer, Davis, and Maramba (2011) identified culturally relevant science instruction during K-12 schooling as an important factor predicting students' later perseverance in these fields. They highlighted the need for inclusive curricular materials showing that many people beyond white men participate in science.…”

“…Inclusive curricular materials, or materials that feature people of similar backgrounds to students, have an impact on student achievement (Cabrera, Milem, Jaquette, & Marx, 2014) and comprehension (Lesaux, Koda, Siegel, & Shanahan, 2006). There is great value to students from minoritized communities seeing themselves in the curriculum (Bishop, 1990) and especially the science curriculum (Museus et al, 2011). Students from dominant groups also benefit by understanding that all people can participate in science.…”

Recommended Practices for Integrating Education, Diversity, and Research: Five Lessons Learned from NSF Science and Technology Centers

“…Gender, ethnic, and racial data for all NSF-funded science and engineering professions, in comparison with census demographics, are available from the NSF website (NSF, 2013). Dig into the science education and diversity literature to learn about evidence-based practices in broadening participation (e.g., BEST, 2004;Pandya et al, 2007;Museus et al, 2011). Then, identify goals and potential partners, and see how you can work together to incorporate these effective practices.…”

Contribución de la robótica educativa en la adquisición de conocimientos de matemáticas en la Educación Primaria/ Contribution of educational robotics in the acquisition of mathematical knowledge in primary education

“…Esta metodología concibe la formación como "co-construcción" de conocimiento, y no como su transmisión y, además, fomenta el trabajo en colaboración entre iguales, ya que el trabajo en colaboración bien tutorizado ayuda a generar procesos de reflexión (Vygotsky, 1980). De la misma forma, otro de los enfoques de la Educación STEM es el de la integración de minorías étnicas (Museus, Palmer, Davis y Maramba, 2011) y el del acercamiento de la mujer hacia carreras profesionales de dicho ámbito (Rossi y Barajas, 2015;Milgram, 2011).…”