Underrepresentation by Race–Ethnicity across Stages of U.S. Science and Engineering Education

Garrison, Howard H.

doi:10.1187/cbe.12-12-0207

Cited by 60 publications

(45 citation statements)

References 6 publications

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“…Educational disparities between students from URM and WR backgrounds begin early in life, and accumulate from K-12 through early independence (National Institutes of Health, 2012b; Garrison, 2013). Thus, it is possible that the cumulative impact of these disparities is the URM PhD and postdoctoral talent pool that is too small to sustain meaningful levels of faculty diversity (Garrison et al, 2009).…”

Section: Introductionmentioning

confidence: 99%

Decoupling of the minority PhD talent pool and assistant professor hiring in medical school basic science departments in the US

Gibbs

Basson

Xierali

et al. 2016

eLife

155

148

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Faculty diversity is a longstanding challenge in the US. However, we lack a quantitative and systemic understanding of how the career transitions into assistant professor positions of PhD scientists from underrepresented minority (URM) and well-represented (WR) racial/ethnic backgrounds compare. Between 1980 and 2013, the number of PhD graduates from URM backgrounds increased by a factor of 9.3, compared with a 2.6-fold increase in the number of PhD graduates from WR groups. However, the number of scientists from URM backgrounds hired as assistant professors in medical school basic science departments was not related to the number of potential candidates (R2=0.12, p>0.07), whereas there was a strong correlation between these two numbers for scientists from WR backgrounds (R2=0.48, p<0.0001). We built and validated a conceptual system dynamics model based on these data that explained 79% of the variance in the hiring of assistant professors and posited no hiring discrimination. Simulations show that, given current transition rates of scientists from URM backgrounds to faculty positions, faculty diversity would not increase significantly through the year 2080 even in the context of an exponential growth in the population of PhD graduates from URM backgrounds, or significant increases in the number of faculty positions. Instead, the simulations showed that diversity increased as more postdoctoral candidates from URM backgrounds transitioned onto the market and were hired.DOI: http://dx.doi.org/10.7554/eLife.21393.001

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Section: Introductionmentioning

confidence: 99%

Decoupling of the minority PhD talent pool and assistant professor hiring in medical school basic science departments in the US

Gibbs

Basson

Xierali

et al. 2016

eLife

155

148

View full text Add to dashboard Cite

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“…The racial/ethnic minority groups that are significantly underrepresented in the sciences (URMs) include blacks, Hispanics, and American Indian/Alaskan Natives with significant losses at every stage in the training process (Garrison, 2013). Underrepresentation can also be extended to nontraditional students and first-generation college students.…”

Section: Introductionmentioning

confidence: 99%

Efforts at Broadening Participation in the Sciences: An Examination of the Mentoring Experiences of Students from Underrepresented Groups

Prunuske

Wilson

Walls

et al. 2016

LSE

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“…Participants self-identifying as Asian-American were excluded from analyses because of their unique non-underrepresented yet non-majority status in science (Garrison, 2013). …”

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confidence: 99%

To grab and to hold: Cultivating communal goals to overcome cultural and structural barriers in first-generation college students’ science interest.

Allen¹,

Muragishi²,

Smith³

et al. 2015

Translational Issues in Psychological Science

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Homogeneity within science limits creativity and discovery, and can feed into a perpetuating cycle of underrepresentation. From enhancing social justice to alleviating health and economic disadvantages, broadening participation in science is imperative. We focus here on first-generation students (FGS) and identify factors which grab and hold science interest among this underrepresented group. Might the culture and norms within science unintentionally limit FGS' participation? We argue that two distinct aspects of communal goals contribute to FGS' underrepresentation at different stages of the STEM pipeline: cultural perceptions of science as uncommunal (little emphasis on prosocial behavior and collaboration) and the uncommunal structure of STEM graduate education and training. Across 2 studies we investigated factors that catch (Study 1) and hold (Study 2) FGS' science interest. In Study 1, we find only when FGS believe that working in science will allow them to fulfill prosocial communal purpose goals are they more intrinsically interested in science. Yet, later in the pipeline science education devalues prosocial communal goals creating a structural mobility barrier among FGS. Study 2 found that FGS generally want to stay close to home instead of relocating to pursue a graduate education. For FGS (versus continuing-generation students), higher prosocial communal goal orientation significantly predicted lower residential mobility. We discuss implications for interventions to counteract the uncommunal science education and training culture to help improve access to FGS and other similarly situated underrepresented populations.

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Underrepresentation by Race–Ethnicity across Stages of U.S. Science and Engineering Education

Cited by 60 publications

References 6 publications

Decoupling of the minority PhD talent pool and assistant professor hiring in medical school basic science departments in the US

Decoupling of the minority PhD talent pool and assistant professor hiring in medical school basic science departments in the US

Efforts at Broadening Participation in the Sciences: An Examination of the Mentoring Experiences of Students from Underrepresented Groups

To grab and to hold: Cultivating communal goals to overcome cultural and structural barriers in first-generation college students’ science interest.

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