TY  - CHAP
AB  - Abstract The racial and ethnic representation of individuals in the workforce is not comparable to that in the general population. In 2010, African Americans constituted 12.6% of the US population. However, African Americans represented less than 5% of PhD recipients in 2010; African American women comprised less than 1% of the degrees awarded in that same year. These disappointing statistics have sparked conversations regarding the retention of underrepresented groups with a focus on what helps to ensure these individuals will transition through the science, technology, engineering, and mathematics (STEM) pipeline. This chapter provides insight into the elements of the Spelman College learning environment that empower women of African descent to become agents of their success while facilitating their movement through the STEM pipeline. The chapter focuses on interventions and resources developed in the Chemistry and Biochemistry Department to foster student-centered learning. Described herein are cocurricular strategies and course-based interventions are used synergistically to enhance student outcomes. The approach to curricular innovation is framed by theories related to community of inquiry (CoI), metacognition, agency, and self-regulated learning. Strategic institutional investments have underpinned these efforts. In addition to providing a snapshot of student outcomes, the authors discuss lessons learned along with the realities of engaging in this type of intellectual work to elucidate the feasibility of adopting similar strategies at other institutions.
VL  - 22
SN  - 978-1-78756-908-9, 978-1-78756-907-2/1479-3644
DO  - 10.1108/S1479-364420190000022007
UR  - https://doi.org/10.1108/S1479-364420190000022007
AU  - Winfield Leyte L.
AU  - Hibbard Lisa B.
AU  - Jackson Kimberly M.
AU  - Johnson Shanina Sanders
PY  - 2019
Y1  - 2019/01/01
TI  - Cultivating Agency through the Chemistry and Biochemistry Curriculum at Spelman College
T2  - Broadening Participation in STEM
T3  - Diversity in Higher Education
PB  - Emerald Publishing Limited
SP  - 153
EP  - 181
Y2  - 2024/04/23
ER  -