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Book part
Publication date: 1 December 2009

Freeman A. Hrabowski and Kenneth I. Maton

This chapter focuses on successful strategies for increasing the number of males who enter and succeed in science at the college level. These strategies reflect lessons we…

Abstract

This chapter focuses on successful strategies for increasing the number of males who enter and succeed in science at the college level. These strategies reflect lessons we have learned over the years from the Meyerhoff Scholars Program, launched in 1989, for high-achieving African American students in science and engineering at the University of Maryland, Baltimore County (UMBC).

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Black American Males in Higher Education: Diminishing Proportions
Type: Book
ISBN: 978-1-84855-899-1

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Book part
Publication date: 23 September 2011

Kenneth I. Maton, Freeman A. Hrabowski and Shauna A. Pollard

Intervention strategies to increase participation and success in STEM areas vary depending on the specific goals of programs and presumably, their funding. Matyas (1991)

Abstract

Intervention strategies to increase participation and success in STEM areas vary depending on the specific goals of programs and presumably, their funding. Matyas (1991) focused on minority engineering programs and found that successful programs tend to contain the following elements: (a) assistance with admission procedures;, (b) assistance with student matriculation; (c) academic support services; (d) student study center; (e) linkage of students with minority student organizations in engineering; and (f) summer engineering jobs. A recent, systematic review by a panel of experts identified eight design principles that underpin exemplary and promising higher education-based STEM interventions: (a) institutional leadership; (b) targeted recruitment; (c) engaged faculty; (d) personal attention; (e) peer support; (f) enriched research experience; (g) bridging to the next level; and (h) continuous evaluation (BEST, 2004).

Details

Beyond Stock Stories and Folktales: African Americans' Paths to STEM Fields
Type: Book
ISBN: 978-1-78052-168-8

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Article
Publication date: 7 January 2014

Brian Roberts

Abstract

Details

International Journal of Educational Management, vol. 28 no. 1
Type: Research Article
ISSN: 0951-354X

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Book part
Publication date: 1 December 2009

Abstract

Details

Black American Males in Higher Education: Diminishing Proportions
Type: Book
ISBN: 978-1-84855-899-1

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Book part
Publication date: 23 September 2011

Abstract

Details

Beyond Stock Stories and Folktales: African Americans' Paths to STEM Fields
Type: Book
ISBN: 978-1-78052-168-8

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Article
Publication date: 8 August 2016

Brian L. Wright, Shelly L. Counsell, Ramon B. Goings, Hollee Freeman and Felicia Peat

Research often neglects the full continuum of the STEM pipeline in terms of underserved and underrepresented populations. African American males, in particular, experience…

Abstract

Purpose

Research often neglects the full continuum of the STEM pipeline in terms of underserved and underrepresented populations. African American males, in particular, experience limited access, opportunity, and preparation along STEM trajectories preK-12. The purpose of this paper is to challenge this gap by presenting examples of preK-12 programs that nurture and promote STEM development and learner outcomes for underrepresented populations.

Design/methodology/approach

A culturally responsive, asset-based approach emphasizes the importance of leveraging out-of-school practices that shape African-American males learning experiences. From a practitioner standpoint, the need to understand the importance of developing a STEM identity as a conduit to better improve STEM outcomes for African-American males is discussed.

Findings

To respond to the full continuum of the pipeline, the authors highlight the role of families and STEM programs that support African-American male students’ STEM identity development generally with an emphasis on how particular out-of-school programs (e.g. The Children’s Museum of Memphis [CMOM], MathScience Innovation Center [MSiC]) cultivate STEM trajectories. The authors conclude with how preK-12 settings can collaborate with local museums and other agencies to create opportunities for greater access and improve the quality of African-American males’ STEM preparation.

Originality/value

The intellectual value of our work lies in the fact that few studies have focused on the importance of examining the full continuum of the STEM pipeline with a particular emphasis on STEM development in early childhood (preK-3). Similarly, few studies have examined the role of identity construction and meaning-making practices as a conduit to better STEM outcomes for African-American males prek-12.

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Journal for Multicultural Education, vol. 10 no. 3
Type: Research Article
ISSN: 2053-535X

Keywords

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Article
Publication date: 13 June 2016

Ebony O. McGee, Devin T. White, Akailah T. Jenkins, Stacey Houston, Lydia C. Bentley, William J. Smith and William H. Robinson

Much of the extant research, practice and policy in engineering education has focused on the limited persistence, waning interest and lack of preparation among Black…

Abstract

Purpose

Much of the extant research, practice and policy in engineering education has focused on the limited persistence, waning interest and lack of preparation among Black students to continue beyond the post-secondary engineering pipeline. However, this research suggests that many Black PhD students persist and succeed in engineering, fueled by various motivational strengths. To better understand the motivations of Black students in engineering doctoral programs, this study aims to explore the factors that influence their decision to enroll in either an engineering or a computing doctoral program.

Design/methodology/approach

This paper uses an intrinsic and extrinsic motivational framework to investigate the inspiration of 44 Black engineering doctoral students in PhD engineering programs in 11 engineering schools across the country.

Findings

Results show that the participants’ motivation to pursue a PhD in engineering comes from several distinct factors, including the following: an unyielding passion for their particular discipline, a sense of responsibility to serve marginalized peoples and society, a path toward autonomy, pre-PhD mentorship and research opportunities and family and prior work experience.

Research limitations/implications

Based on this study’s findings, a reconceptualization of graduate engineering education that incorporates the importance of “being Black” and its relationships with motivating and, potentially, retaining Black science, technology, engineering and mathematics (STEM) students is also offered.

Originality/value

This paper seeks to expose particular constructs and behaviors surrounding Black students’ motivation to learn and achieve in engineering at the highest academic levels, offering a more nuanced perspective than currently is found in traditional engineering education literature.

Details

Journal for Multicultural Education, vol. 10 no. 2
Type: Research Article
ISSN: 2053-535X

Keywords

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Article
Publication date: 26 October 2020

Jon McNaughtan, Ryan Litsey and Nichole Morelock

Many scholars and practitioners have attempted innovative teaching practices in an effort to make complex ideas easier to comprehend and retain. The purpose of this study…

Abstract

Purpose

Many scholars and practitioners have attempted innovative teaching practices in an effort to make complex ideas easier to comprehend and retain. The purpose of this study was to test the relationship between learning and the use of 3D models created to provide physical representations of abstract concepts students could hold and manipulate.

Design/methodology/approach

Using a quasi-experimental design, we test both the students' initial comprehension of the concept and their retention of the information four weeks later when the course concluded.

Findings

Findings included an initial boost in information retention and a likely increased retention of the information, showing promising trajectories for incorporating 3D objects to enhance teaching in the classroom.

Originality/value

This study provides a unique analysis of the use of 3D printing technology to illustrate abstract concepts. This teaching innovation provides another example of how technology can enhance and engage students through active learning. We find that this approach can increase student retention of material.

Details

Journal of Applied Research in Higher Education, vol. ahead-of-print no. ahead-of-print
Type: Research Article
ISSN: 2050-7003

Keywords

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Book part
Publication date: 23 September 2011

Marybeth Gasman

The number of bachelor's degrees awarded to African-Americans in STEM fields has been increasing, but at a slower pace than the number of bachelor's degrees earned by…

Abstract

The number of bachelor's degrees awarded to African-Americans in STEM fields has been increasing, but at a slower pace than the number of bachelor's degrees earned by blacks in other fields. Between 2000 and 2008, the number of bachelor's degrees awarded to African-Americans grew at a faster rate than the total number awarded to all students (27 percent versus 21 percent). However, the growth rate in the number of bachelor's degrees earned by African-Americans in STEM fields has been lower than the rate of growth of bachelor's degrees awarded in other fields. As mentioned, the total number of bachelor's degrees awarded to blacks has increased; however, the number of bachelor's degrees awarded increased by only 21 percent in biological sciences and 1 percent in engineering and declined by 14 percent in mathematics and statistics and 1 percent in physical sciences (National Science Foundation, 2010).

Details

Beyond Stock Stories and Folktales: African Americans' Paths to STEM Fields
Type: Book
ISBN: 978-1-78052-168-8

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Book part
Publication date: 1 June 2011

Christine Johnson McPhail

At the beginning of each academic term, thousands of students respond to community colleges' open-door invitation with the expectation of fulfilling their dreams of a

Abstract

At the beginning of each academic term, thousands of students respond to community colleges' open-door invitation with the expectation of fulfilling their dreams of a higher education. When students walk through those doors, they are routinely asked to take basic skills tests in math, reading, and writing (Bailey, Jeong, & Cho, 2008). These new community college students soon discover that the results of these assessment tests will direct their pathway into college-level courses or developmental or remedial courses. According to Bailey, Jeong, and Cho, about 60 percent of incoming students are referred to at least one developmental course, and many are referred to multiple levels of developmental education before they can be considered ready for college. McCabe (2000) reported that 20 percent of African-American students enrolled in community colleges have seriously deficient skills, that is, they are placed in developmental reading, writing, and math and assigned to a lower level remedial course in at least one area. Only 5 percent of Caucasian students, however, come to community colleges with seriously deficient skills.

Details

Support Systems and Services for Diverse Populations: Considering the Intersection of Race, Gender, and the Needs of Black Female Undergraduates
Type: Book
ISBN: 978-0-85724-943-2

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