The pipeline to the professoriate in science, technology, engineering, and mathematics (STEM) fields for African-Americans has been at best a leaky faucet. It is a common knowledge that if more African-Americans are to enter the professoriate, they must first graduate from four-year institutions in these fields. The literature is clear that historically black colleges and universities (HBCUs) are uniquely positioned to increase the pipeline to the professoriate for this population even in the midst of questions concerning the viability of these institutions. As a result, this study examines a unique population (i.e., African-American, academically gifted, millennial students) in HBCUs to understand the factors that facilitate successful degree attainment. On the basis of the findings of this study, recommendations will be provided for several constituents to move this population through the pipeline to the professoriate.
Lewis, C., Bonner, F., Rice, D., Cook, H., Alfred, M., Nave, F. and Frizell, S. (2011), "Chapter 2 African-American, Academically Gifted, Millennial Students in STEM Disciplines at Historically Black Colleges and Universities (HBCUs): Factors that Impact Successful Degree Completion", Frierson, H. and Tate, W. (Ed.) Beyond Stock Stories and Folktales: African Americans' Paths to STEM Fields (Diversity in Higher Education, Vol. 11), Emerald Group Publishing Limited, Bingley, pp. 23-46. https://doi.org/10.1108/S1479-3644(2011)0000011006Download as .RIS
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