The Road to the STEM Professoriate for Underrepresented Minorities: A Review of the Literature

Poirier, Jeffrey M.; Tanenbaum, Courtney; Storey, Charles; Kirshstein, Rita J.; Rodríguez, Carlos J.

doi:10.1037/e537762012-001

Cited by 15 publications

(18 citation statements)

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“…With regard to doctoral degrees, only 11% are earned by URM and if behavioral and social sciences are ignored, this drops to a striking 9%. This disparity in degree attainment directly translates to a non-diverse STEM workforce of nearly five million, with one study reporting that URM represent less than 9% of the workforce and account for less than 8% of the doctoraterequiring positions in STEM universities and 4-year institutions (Poirier, Tanebaum, Storey, Kirshstein, & Rodriguez, 2009). NSF (2013) data from 2010 show that URM comprise about 13% of the STEM workforce at the bachelor's degree and higher, while less than 6% hold full professorships across all U.S. universities.…”

Section: Introductionmentioning

confidence: 99%

Cost-Effective Recruitment Strategies That Attract Underrepresented Minority Undergraduates Who Persist to STEM Doctorates

Shadding

Whittington²,

Wallace

et al. 2016

Sage Open

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The paucity of underrepresented minorities (URMs) earning science, technology, engineering, and mathematics (STEM) degrees remains an issue in revitalizing the U.S. biomedical workforce. Due to reductions in federal funding, maintaining the integrity of programs that focus on URM retention and recruitment is crucial. We present data on the mechanisms used to recruit URM students to our program (e.g., email, events, referrals, website), which individually were equally effective in attracting applicants to the program. Recruitment mechanisms were grouped and further classified relative to their cost to implement as lower and higher cost. Our results indicate that lower cost mechanisms, statistically, were as effective as higher cost mechanisms in recruiting students who persisted to PhD programs. Using a binary logistic regression model to predict PhD matriculation, higher cost mechanisms were not significant predictors of PhD matriculation. Collectively, these data demonstrate for the first time that lower cost mechanisms can be as successful in recruiting URM students to summer programs who pursue PhDs in STEM fields.

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Section: Introductionmentioning

confidence: 99%

Cost-Effective Recruitment Strategies That Attract Underrepresented Minority Undergraduates Who Persist to STEM Doctorates

Shadding

Whittington²,

Wallace

et al. 2016

Sage Open

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“…This is an intriguing attribute of the EAP that might not have been studied before. However, it may not be surprising, given the hand-on nature of the activities in the EAP at HU and the confirmation from the literature on the positive impact of the hands-on experience activities on student retention, especially among minorities [9][10][11]. Nevertheless, additional qualitative data and analysis from the students are required to explain how and what aspects of their EAP participation may have contributed in their academic growth.…”

Section: Discussionmentioning

confidence: 99%

“…The literature extensively underlines the positive impacts of hands-on educational and research activities on higher graduation rate in STEM disciplines [8,9]. Interestingly, the positive effects of such activities have been reported to be strongest among minorities such as Affrication American students [10,11]. The survey data collected from two EAP program participants, one in a predominately white institution and the other in a Historically Black College and University (HBCU), also revealed that the improvement in some attributes such as confidence in the ability to succeed in engineering was markedly higher in the HBCU program [12].…”

Section: Introductionmentioning

confidence: 99%

Impact of Engineering Ambassador Program on Academic Attainment of Minority Students in Engineering

Mosleh¹,

Marin-Artieda²

2017 ASEE Annual Conference &Amp; Exposition Proceedings

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“…Within the past decade, major efforts to review URM participation in the STEM workforce have been performed by George, Neale, Van Horne, and Malcom 8 and Poirier, Tanenbaum, Storey, Kirshstein, and Rodriguez. 16 Earlier reviews include Clewell and Anderson. 6 Much of the literature describes a pipeline that begins in middle-grade education and culminates in graduate and post-doctoral decisions to pursue tenuretrack faculty or other STEM career opportunities.…”

Section: Introductionmentioning

confidence: 99%

“…From 1998 through 2005, the number of U.S. citizens or permanent residents earning such degrees declined by more than 13 percent. 16 Not only do such advanced degree holders play an essential role in the education of the future STEM workforce, they are also active participants in economic development and innovation themselves.…”

Section: Introductionmentioning

confidence: 99%

Impact of Mentoring and Enrichment Activities on the Academic Careers of Underrepresented STEM Doctoral Students

Gordon

Haynes

May

2015 ASEE Annual Conference and Exposition Proceedings

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While much national attention has been focused on increasing the participation of underrepresented minorities (URMs) in the STEM fields, considerable gaps remain in terms of educational attainment between URMs and other racial/ethnic groups. Differences are particularly stark at the doctoral levels, where underrepresented minorities accounted for only 3.3% of STEM PhDs awarded in 2005.14 A recent longitudinal study of minority PhDs in STEM disciplines found that long-term academic success (i.e., placement and tenure for URM faculty members) requires long-term development both within and beyond graduate school. Such training must include multi-faceted professional development (e.g., grant writing, public speaking, and publishing research), as well as social dynamics such as networking within the STEM community. 10 The National Science Foundation (NSF) has responded to these challenges with the Alliances for Graduate Education and the Professoriate (AGEP) program. AGEP seeks to increase the number of underrepresented students receiving doctoral degrees in STEM disciplines-with particular attention upon increasing the number who will enter the professoriate in these disciplines and serve as mentors to promising minority scholars in the educational pipeline. This paper seeks to examine the longitudinal impact of one such program at a large engineering school in the Southeast. The program Facilitating Academic Careers in Engineering and Science (FACES) was designed to provide a set of co-curricular enrichment activities that foster the necessary mentoring of underrepresented minorities. The research design utilized a survey of alumni (who graduated between 2003 and 2011), and it measured their employment outcomes and perceptions of career preparation. Utilizing parametric (ANOVA) and non-parametric statistical methods, participants in the program were compared to two control groups-URM STEM graduates who did not participate in the mentorship program and non-URM STEM graduates. The research questions of interest: 1) Are doctoral recipients who participated in the FACES program more likely to gain employment in academia?2) Are there differences in self-reported professional skills for former FACES fellows when compared to other URM doctoral recipients as well as to non-URM PhDs?Results demonstrate that FACES participants were over 2.5 times more likely to report working in a faculty or academic professional position than were the non-URM STEM graduates, and were nearly twice as likely compared with URM graduates without the program experience. Additionally, on seven of a set of 15 knowledge, skills, and abilities items, ANOVA results demonstrated higher levels of preparation for program participants. The paper will describe specific programmatic approaches that were effective in URM Page 26.887.2 graduate persistence and subsequent placement into academic (as opposed to industrial) careers.

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The Road to the STEM Professoriate for Underrepresented Minorities: A Review of the Literature

Cited by 15 publications

References 0 publications

Cost-Effective Recruitment Strategies That Attract Underrepresented Minority Undergraduates Who Persist to STEM Doctorates

Cost-Effective Recruitment Strategies That Attract Underrepresented Minority Undergraduates Who Persist to STEM Doctorates

Impact of Engineering Ambassador Program on Academic Attainment of Minority Students in Engineering

Impact of Mentoring and Enrichment Activities on the Academic Careers of Underrepresented STEM Doctoral Students

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