Applying IRSS Theory: The Clark Atlanta University Exemplar

Abstract

The percentage of underrepresented minorities (African‐American, Hispanic, Native Americans) that have obtained graduate level degrees within computing disciplines (computer science, computer information systems, computer engineering, and information technology) is dismal at best. Despite the fact that academia, the computing workforce, professional associations, and scientific societies have identified procedures, models, and best practices in an attempt to increase the number of individuals within these underrepresented communities, the number of minorities receiving MS and PhDs in these fields have only increased marginally. In this article, we discuss how Boice's four‐part IRSS model (i.e., Involvement, Regimen, Self‐Management, and Social Networks) combined with effective mentoring models as introduced in Payton et al., is a promising framework for addressing the longstanding issue of underrepresented minorities in management education, which tends to mirror findings in science, technology, engineering, and mathematics disciplines. The focus of this article is to illustrate the application of these theories at the undergraduate level by discussing two precollege/early college/scholarship programs implemented at Clark Atlanta University (CAU). These CAU programs provide the field with an exemplar which can serve as a foundational example for institutions seeking to foster, retain and graduate underrepresented minorities in higher education management disciplines, in general, and offer lessons learned from historically black colleges and universities, in particular. Using a “360‐degree mentoring” model to supplement the IRSS framework, our study concludes with implications for future research regarding how academic institutions can create, foster and sustain programs for effective recruitment, retention, and training of underrepresented minorities.

Microsystem and Macrosystem Predictors of Latinx College Students’ Depression and Anxiety

“…Family cohesion's role warrants further exploration. Social networks are informal relationships (e.g., friends, community organizations) that provide emotional, monetary, or informational support to Latinx individuals (Ornelas, Perreira, Beeber, & Maxwell, 2009;Payton, Suarez-Brown, & Lamar, 2012). Social networks help protect against psychological disorders in community samples (e.g., Leong et al, 2013).…”

“…Social networks help protect against psychological disorders in community samples (e.g., Leong et al, 2013). Social network enhancement has been suggested to increase the number of underrepresented racial/ethnic minority students (Payton et al, 2012) but has been minimally tested. Although Hispanic students’ college preparation was positively linked to social networks (Ryan & Ream, 2016), no current research has related these networks to mental health.…”

Broadening Participation in the Society for Integrative and Comparative Biology

“…The current BPC goals align with prior key objectives that were identified as most successful in recruiting and retaining URG in other professional societies and in STEM fields ( Wilson and Haynes 2002 ; Pandya et al 2007; Payton et al 2012 ).…”

“…URG members with increased interaction with executive committee and divisional leaders can develop a sense of community within SICB, especially if they feel that they are welcomed by the SICB’s membership (IPNs; Xu and Martin 2011 ). Mentoring, on informal individual and workshop scales, from peers and SICB leadership, can lower perceived barriers about engaging with senior members (Pandya et al 2007; Koenig 2009; Tapia 2009; Payton et al 2012 ; Wilson et al 2012). In particular, mentoring early in one’s career is critical to enhancing professional success ( Jones 2014 ).…”

“…Eight BEST principles were identified as most successful in recruiting and retaining URG in other professional societies and in STEM fields ( Wilson and Haynes 2002 ; Pandya et al 2007; Payton et al 2012 ). The goals of the BPC align closely with the BEST principles: 1) institutional leadership, 2) targeted recruitment, 3) engaged faculty, 4) personal attention, 5) peer support, 6) enriched research experience, 7) bridging to the next level and 8) continuous evaluation.…”