Fostering Success of Ethnic and Racial Minorities in STEM
The Role of Minority Serving Institutions
To maintain competitiveness in the global economy, United States policymakers and national leaders are increasing their attention to producing workers skilled in science, technology, engineering, and mathematics (STEM). Given the growing minority population in the country, it is critical that higher education policies, pedagogies, climates, and initiatives are effective in promoting racial and ethnic minority students’ educational attainment in STEM. Minority Serving Institutions (MSIs) have shown efficacy in facilitating the success of racial and ethnic minority students in STEM and are collectively responsible for producing nearly one-third of the nation’s minority STEM graduates.
In Fostering Success of Ethnic and Racial Minorities in STEM, well-known contributors share salient institutional characteristics, unique aspects of climate, pedagogy, and programmatic initiatives at MSIs that are instrumental in enhancing the success of racial and ethnic minority students in STEM education. This book provides recommendations on institutional practice, policy, and lessons that any institution can use on their campus to foster better retention and persistence among minority students. Higher Education leaders and administrators interested in encouraging achievement among racial and ethnic minority students in STEM education will find this book a welcomed and timely addition to the discourse on promoting minority student success.
Table of Contents
FOREWORD Freeman A. Hrabowski III
CHAPTER ONE Charting the Course: The Role of Minority Serving Institutions in Facilitating the Success of Underrepresented Racial Minority Students in STEM, Robert T. Palmer, Dina C. Maramba, Marybeth Gasman, Katherine D. J. Lloyd
CHAPTER TWO Minority-Serving Institutions and STEM: Charting the Landscape, Frances K. Stage, Valerie C. Lundy-Wagner, Ginelle John
CHAPTER THREE Impact of Institutional Climates of MSIs and Their Ability to Foster Success for Racial and Ethnic Minority Students in STEM, Terrell L. Strayhorn
CHAPER FOUR Engineering the Academic Success of Racial and Ethnic Minority Students at Minority Serving Institutions via Student-Faculty Interactions and Mentoring, Darnell Cole, Araceli Espinoza
CHAPTER FIVE Model Programs for STEM Student Success at Minority Serving Two-Year Colleges, Soko S. Starobin, Dimitra Jackson, Frankie Santos Laanan
CHAPTER SIX Teaching to Teach: African American Faculty, HBCUs, and Critical Pedagogy, Roland W. Mitchell, T. Elon Dancy II, Dana Hart, Berlisha Morton
CHAPTER SEVEN Supporting the Dream: The Role of Faculty Members at Historically Black Colleges and Universities in Promoting STEM Ph.D. Education, Shannon Gray
CHAPTER EIGHT Community Building: Minority Serving Institutions and How They Influence Students Pursuing Undergraduate STEM Degrees, Alonzo M. Flowers, Rosa M. Banda
CHAPTER NINE Academic and Social Integration for Students of Color in STEM: Examining Differences between HBCUs and Non-HBCUs, Idara Essien-Wood, J. Luke Wood
CHAPTER TEN Broadening Participation in STEM: Policy Implications of a Diverse Higher Education System, Lorelle L. Espinosa, Carlos Rodriguez
CHAPTER ELEVEN Action Research: An Essential Practice for 21st Century Assessment at HSIs, Alicia C. Dowd, Misty Sawatzky, Raquel M. Rall, and Estela Mara Bensimon
CHAPTER TWELVE Asian American and Native American Pacific Islander Serving-Institutions (AANAPISIs): Mutable Sites for Science, Technology, Engineering, and Math (STEM) Degree Production, Robert T. Teranishi, Dina C. Maramba, Minh Hoa Ta
CHAPTER THIRTEEN Collaborative Partnerships in Engineering between Historically Black Colleges and Universities and Predominantly White Institutions, Christopher B. Newman, M. Bryant Jackson
CHAPTER FOURTEEN Cultivating Engineering Student Success at an HBCU: An Empirical Study on Development, Kenneth Taylor, Robert T. Palmer
CHAPTER FIFTEEN Achieving Equity Within and Beyond STEM: Toward a New Generation of Scholarship in STEM Education, Juan C. Garibay
AFTERWORD Shaun R. Harper
Robert T. Palmer is Assistant Professor of Student Affairs Administration at the State University of New York, Binghamton, USA.
Dina C. Maramba is Associate Professor of Student Affairs Administration at the State University of New York, Binghamton, USA.
Marybeth Gasman is Professor of Higher Education at the University of Pennsylvania, USA.
"Overall, this collection offers a sorely needed perspective on the successes of MSIs in preparing URM students in STEM." - Marco A. Murillo, Teachers College Record