Search results

Historically black colleges and universities (HBCUs) possess an advantage in preparing students of color for the science, technology, engineering, and mathematics (STEM) workforce (Gasman & Nguyen, 2014; Upton & Tannenbaum, 2014). It has been suggested that implementing additional strategies to increase the availability, dissemination, and quality of information related to successful HBCU outcomes will allow HBCUs to sustain themselves into the future (Gasman & Nguyen, 2016). We discuss the use and benefits of a novel framework THRIVE Index tool (Byrd & Mason, 2020). THRIVE uses seven dimensions (e.g., Type, History, Research, Inclusion, Identity, Voice, and Expectation) to illustrate best practices of academic pipeline programs and increase the availability of HBCU success outcomes in a comparable format. Academic pipeline programs come in several varieties, but their goal is to propel individuals from one level of the academy to another and into the workforce. Using a common framework like THRIVE also allows for the creation of a clearinghouse of what successfully works for us at HBCUs from the perspective of HBCU pipeline program directors. We describe strategies for how this option for knowledge transfer to stakeholders (e.g. parents, corporations, educational institutions, etc.) can aid in long-term sustainability efforts like recruitment strategies and partnership efforts.

Underrepresented in medicine individuals have historically been discouraged to consider surgical subspecialties and instead encouraged toward primary care fields thus representing less than 2% of the workforce in these areas. In the last 15 years, the Rabb-Venable Excellence in Research program has worked with medical students, residents, and fellows in preparing them to become ophthalmologists, medical researchers, academicians, or private practice. While the Rabb-Venable program centers on expanding the number of ophthalmologists, pipeline programs exist to enhance the representation of URM individuals in other medical specialties to decrease health disparities.

This chapter discusses the Rabb-Venable program, funded by the National Institutes of Health and the sponsorship of the National Medical Association (NMA), has combined a research competition at the annual meeting of the NMA. The Rabb-Venable program is geared toward increasing the number of (URM) in the field of ophthalmology and increasing the number of URM participants in academic medicine. The program has a twofold mission of supporting the development of the clinical specialty of ophthalmology and creating physician researchers through leadership, academic excellence, professionalism, service, and mentorship. Exploration of the different types of eye diseases that disproportionally affect minority groups are identified. In addition the medical students who have been part of the program and are eligible to apply have had an 84% rate of matching in ophthalmology.

Black people have been historically, legally, and systematically blocked from accessing U.S. educational opportunities at all levels. Institutions, policies, and affirmative action efforts have all influenced the racial desegregation of public education, which had legal and social implications for higher education. While legislation provided a way for black students to enroll into predominantly white institutions, students were met with racial tension and discrimination. The integration efforts of the 1960s focused primarily on black students, and later on, other students of color; this led to the creation of many race-centric resources and support services for students.

Today, however, as conversations on race have transitioned toward diversity, racial justice efforts are often diluted in the creation of broadly reaching diversity and inclusion efforts. Black cultural centers have since transitioned to minority and multicultural offices to now diversity and inclusion centers. The authors understand that the progression of student issues, needs, and concerns presents a need to broaden diversity efforts. Yet, race-related incidents, specifically, continue to serve as a foundation for the creation of diversity offices that are oftentimes designated as “catch all” efforts. In this chapter, the authors will provide historical racial context for current diversity efforts within higher education and discuss the contemporary role of race and racial justice within diversity work in higher education.

While there are a number of diversity programs centered on advanced science, technology, engineering, and mathematics (STEM) initiatives at colleges and universities throughout the country, the Chicago Area Health and Medical Careers Program (CAHMCP) is unique because of combination of the longevity of the program, its healthcare focus, its affiliation over the years with multiple institutions, and the scale of its impact. CAHMCP is a pipeline program focused on identifying and recruiting students at any point in their academic development, providing educational programming, and supporting them until they are medical professionals.

Over the course of its nearly 40-year history, CAHMCP has recruited participants as early as elementary school and advised them until they were established in their careers. With its combination of personalized mentoring, classroom teaching, and community healthcare engagement, CAHMCP has succeeded in identifying the needs of the community and its young people. Beyond helping students enhance their academic profile over time, CAHMCP helps youth develop as community leaders. Giving back to the community has been a core principle of the program, so as they are matured, CAHMCP alumni have given back to the program as well as influencing broader healthcare and medical education initiatives. This chapter discusses the unique nature of the CAHMCP program and its successes.

Analyzing national statistical 2007 data from the U.S. Department of Education, this chapter examines the current status and trends concerning Asian American Pacific Islander (AAPI) women in higher education by looking at their presence at key levels of the higher education pipeline. It considers their representation as doctoral degree holders, assistant professors, tenured professors, and college/university presidents. The findings demonstrate that AAPI women are underrepresented as faculty in contrast to the large and growing numbers of AAPI women students who make up the talent pool to the professoriate. Moreover, despite the in-roads AAPI women have made as faculty members, race and gender disparities still persist and grow as the rank increases. AAPI female faculty representation stalls very early on in the pipeline, namely, in being hired and at tenure, and continues to shrink as the pipeline advances. AAPI male and white female faculty may also face barriers to the top, but Asian American women faculty may experience them sooner. Consequently, the numbers of AAPI women full professors are small and as campus presidents they are miniscule. However, for white men, their representation increases as the pipeline advances.

Currently, the field of education has been seeking innovative strategies to increase the representation of Black male teachers in U.S. classrooms. In this chapter, the author presents a status report of Black male teachers’ path to U.S. K-12 public school classrooms at six critical stages. These stages include the following: (a) Black males with a high school diploma; (b) enrollment in educator preparation programs; (c) educator preparation program completers; (d) educator preparation programs with the highest number of Black male graduates; (e) Black male education degree holders that select teaching as a profession; and (f) the current status of Black male teachers in U.S. K-12 public schools. Based on the data presented in this chapter, recommendations are provided to the field of education to improve their representation for the benefit of all students. Additionally, the critical need for this timely book is discussed.

African American male teachers are the nation’s most academically credentialed and professionally experienced teachers. Though less than 2 percent of the nation’s teachers are African American males, these teachers are more likely than their White male and female peers to hold a master’s or doctorate degree. Additionally, African American male teachers who become principals assume the position with more years of experience as a PK-12 classroom teacher than their White peers. And, those who leave the principalship to become superintendents have more years of experience as a PK-12 principal than similarly situated White peers. Why, then, are African American males underrepresented in critical school district policy and leadership posts such as the principalship and superintendency while lesser credentialed and experienced White males hold these posts in percentages that exceed their representation in the teacher workforce? This chapter reviews data about African American male teachers and the school leadership pipeline and proposes a series of policy recommendations to increase representation of African American males in the PK-12 teacher and school leadership workforces.

This chapter proposes a global agenda to eliminate racism in nursing by targeting reform at nursing education administration internationally. First, the history of racism in nursing is reviewed, along with two models – the diversity model and the cultural competence model – that were applied unsuccessfully to counteract racism in nursing. Second, a description of how racism is entrenched in nursing leadership globally is presented. Third, the recalcitrant structures that serve to maintain institutionalized racism (IR) in the international nursing education system are carefully examined. Specifically, the components and constructs involved in IR in nursing education are delineated, and the way in which these negatively impact both ethnic minority (EM) students and faculty are explained. Based on this, a global agenda to eliminate racism in nursing education internationally is proposed. Eliminating racism in higher education in nursing is a mandatory social responsibility if global healthcare is ever to be equitable. Five actionable recommendations are made to eliminate racism in higher education are summarized as follows: (1) components of nursing programs which are designed to eliminate racism in nursing education should be governed at the country level, (2) to design and implement a system of surveillance of the global nursing community to enable standardized measurement to ensure nursing education programs in all countries are meeting anti-racism benchmark targets, (3) nursing education programs should be established worldwide to provide individual pipeline and mentorship programs to ensure the career success of EM nursing students and faculty, (4) nursing education programs should be conducted to reduce barriers to EM participation in these individual support programs, and (5) nursing education programs are required to teach their nursing faculty skills in developing anti-racist curricula that seeks to eliminate implicit bias.