The Significance of HBCUs to the Production of STEM Graduates: Answering the Call (original) (raw)
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The need to engage 111ore students fro 111 underrepresented po pulatio ns in science, technology, engineering, an d m athe1nati cs (ST.EM) edu catio n is a to pic that has gained increasing attention in recent years. Recognizing that A 111eri ca cou ld lose its con1peti tive edge in the global 1narket econorny in STEM fields, the federal govern men t (by way of the N ational Science Found ation) has rn ade a concerted effort to focus on enhancing the pro portio n o f won1en and underrepresented 111inorities in the STEM pipeline (U.S. G AO, 2 005) . G iven that the con1111unity college serves as the over\vhehn ing pathv.ray for histo rically underrepresen ted and underserved students into hi gher educatio n (Nevarez & W ood , 2010), the ins titution serves as a logical focal poin t for progran1s, policies, n1on ies, and research design ed to enhance STEM degree produ ction. With respec t to the latter, co1nn1uni ty college researchers have begun to respond to the clarion call to better understand and (as a result) better facil itate outco111es (e.g., persistence, attainn1en t, achieve1nen t, transfer) for STEM students. Most notably, in 20 10 , the Journal~( Hlon1en and l\llinorities in Science and Engineering fea t ured a special issue on STEM and con11nunity colleges that \Vas gues t edited by Soko Starobin, Fra nkie Laanan, and Carol B urger. A 1nong o ther contributions, this special issue d id an exe1nplary job on several fron ts: (a) ar ticu lating the cr itical role that con1111unity colleges can (and do) play in the STEM pi pe-
2017 ASEE Annual Conference & Exposition Proceedings
This work-in-progress discusses the efforts of researchers focused on broadening participation in STEM fields. The survey data discussed was collected from students, faculty, and administrators from a single HBCU (Historically Black College and University) and focuses on the experiences of students in STEM. The purpose of the survey was to identify critical areas of concern that warranted further investigation. Preliminary data suggest that future research studies should focus on students' confidence, study skills, and academic preparation as well as faculty development. Also, future research studies will investigate data from additional HBCUs and identify common areas of focus that should be addressed nationally.
Learning from HBCUs: How to produce Black professionals in STEMM
Cell Press, 2022
Historically Black colleges and universities (HBCUs) offer high-quality education and produce leaders from various backgrounds, mainly being African American. Predominately White institutions can utilize practices that make HBCUs successful to mentor and graduate students of all backgrounds. We also suggest ways to bolster HBCUs so they can train more students.
2010
Underrepresented racial minorities (URMs) earn college degrees in science, technology, engineering, and mathematics (STEM) fields at lower rates than do their majority peers. For the purposes of this discussion, the term underrepresented minority refers to Black, Latina/o, Native American, and Southeast Asian American (Cambodian, Hmong, Lao, and Vietnamese) students (Byars-Winston, Estrada, and Howard, 2008). Statistics show that these groups suffer as they navigate through the STEM pipeline. For example, while Black and Latina/o students begin college interested in STEM majors at rates equal to or higher than their White peers, they are approximately 24 percent less likely than White students to earn a bachelor' s degree in those fields within six years (American Council on Education, 2006). Moreover, while Black, Latina/o, and Native American students comprise approximately 30 percent of the national population, they earn only approximately 12 percent of degrees granted in the field of engineering (National Action Council on Minorities in Engineering, 2008). While Southeast Asian American students are often excluded from such statistics and from research and discourse in higher education in general (Museus, 2009), they earn college degrees at rates lower than all other racial groups and are underrepresented in the STEM fields as well (Hune, 2002; Nealy, 2008; U.S. Census Bureau, 2004). Despite these low success rates among URMs in STEM, evidence suggests that institutions of higher education have the ability to foster their success. Researchers studying underrepresented minority students in STEM can learn much from the examination of successful cases. In this chapter, authors discuss how the analysis of high-performing institutions can inform future research on students of color in STEM.
This study uses case study analysis to explore the ways that Spelman College, a historically Black women’s college, promotes the attainment of African American women in STEM fields. Although limited to one institution, the findings shed light on the ways that institutional characteristics, policies, and practices may mitigate the barriers that limit attainment of African American women in STEM fields. Drawing on the findings, the paper concludes with recommendations for improving policy and practice as well as recommendations for additional fruitful research.
Impact And Merit Of The Vsu Hbcu Up On The Undergraduate Stem Education
2010
The article presents the overall impact of a NSF grant under the Historically Black Universities and Colleges Undergraduate Program (HBCU-UP). The alignment between the goals of the University’s Strategic Plan and then objectives of the HBCU-UP project is analyzed. The project outcomes are listed. Lessons learned from this project at VSU as well as the intellectual merit of the program are outlined. The broader impact of the project is discussed. Introduction In 2005, the National Science Foundation awarded a Historically Black Colleges and University Undergraduate Program (HBCU-UP) Implementation grant to the Virginia State University (VSU). The HBCU-UP Implementation Project provides support to implement a comprehensive institutional project to strengthen STEM education and research. The strategies should be the result of an institutional STEM self-analysis, address institutional and NSF goals, and have the potential to result in significant and sustainable improvements in STEM pr...