External Labor Markets and the Distribution of Black Scientists and Engineers in Academia

Hold the Torch: Shining a Light on the Lives of Black Management Faculty

“…From the Great Migration in 1915 and the reliance on the Green Book for travel in the early 20th century to today, Black people (as do many others) often account for the possibility of race-based hostility through their mere presence in certain parts of the United States. Indeed, research shows Black faculty are often attracted to communities with higher minority populations (Kulis, Shaw, & Chong, 2000).…”

Black Americans, Gains in Science and Engineering Degrees, and Gender

“…McKillip (2001) notes that: "… minority graduate students have traditionally not done doctoral work in the sciences and humanities but have concentrated in education" (p. 2). Kulis et al (2000) note that: "Black students earning doctorates remain heavily concentrated in just a few fields, especially education, psychology, certain social sciences, and biology" (p. 191). Kulis et al (2000) continued by explaining that in 1976, 59% of doctorates awarded to Blacks were in education, and that by 1995, it declined to 42 percent.…”

“…Kulis et al (2000) note that: "Black students earning doctorates remain heavily concentrated in just a few fields, especially education, psychology, certain social sciences, and biology" (p. 191). Kulis et al (2000) continued by explaining that in 1976, 59% of doctorates awarded to Blacks were in education, and that by 1995, it declined to 42 percent. In the natural sciences, they note that the figures were small in both percentages and actual numbers.…”

“…Solorzano (1995) points out that "… Blacks are underrepresented in all fields of graduate school, especially the sciences and engineer-ing…" (p. 16). Kulis et al (2000) point out that: "Although black students are earning an ever expanding share of baccalaureate degrees granted in the United States, most fields show only minuscule improvements in their sparse representation among graduate degree recipients" (p. 187). According to Perna et al (2009): "Even with this growth, however, African Americans continue to represent a smaller share of bachelor's degree recipients in science and engineering fields than of all bachelor's degree recipients… Moreover, the representation of African Americans declines as degree level increases" (p. 2; also see Eugene & Clark, 2012: pp.…”

“…An extensive research of scholarly or academic articles by this author identified over two dozen interrelated or intercomnected factors that have been cited for what many consider a slow rate of progress by Blacks in science and engineering education in the United States. Among these interrelated factors are: the history of Slavery of Black Africans and Jim Crow in the United States and the entire Americas and Colonialism in Africa; wealth accumulation or family income/poverty; inadequate scientific equipments or tools or facilities; admission policies; weeding out of science courses; hidden curriculum; culture; faculty mentor; research experience; financial support such as grants; retention; science and engineering climate, culture or environment for Black students; feeling of not belonging; scientific self-efficacy or academic sense of self; college major choice; personal drive or efforts; high school preparation or achievement in science and engineering; early interest as a young person and aspirations; peer support or collaboration with peers or faculty; social and racial stigma; science stigma; psychological barriers; academic support services or enrichment programs; family and community support; family academic background including science and engineering or parents involvement; science and engineering mentorship and role models; and networking or outreach (Ashby, 1964;Beoku-Betts, 2004;Bozick, 2007;Eugene & Clark, 2012;Green & Glasson, 2009;Haynes, 2002;Hurtado et al, 2009;JBHE, 2002;Kerlin, 1995;Kulis et al, 2000;Livingston & Wirt, 2004;Malcom & Malcom, 2011;Ma, 20091;Marra et al, 2012;Mullen, 2003;Ong et al, 2011;Perna et al, 2009;Porter and Bronzaft, 1995;Shipp, 1999;Slaton, 2010;Slovacek et al, 2011;Smith, 2003). Let us examine some of these factors.…”