Rationale for Cocreating a Community for Underrepresented Minorities in Science, Technology, Engineering, and Math: An Indigenous Paradigm

2019 ◽  
Vol 2019 (187) ◽  
pp. 9-18
Author(s):  
Sweeney Windchief
Keyword(s):  
Underrepresented Minorities ◽  
Science Technology ◽  
Indigenous Paradigm ◽  
Minorities In Science

scholarly journals People's instinctive travels and the paths to science

2014 ◽  
Vol 25 (21) ◽  
pp. 3263-3266
Author(s):  
Avery August
Keyword(s):  
The State ◽  
Underrepresented Minorities ◽  
Multiple Paths ◽  
Minorities In Science

To be the recipient of the E. E. Just Award for 2014 is one of my greatest honors, as this is a truly rarefied group. In this essay, I try to trace my path to becoming a scientist to illustrate that multiple paths can lead to science. I also highlight that I did not build my career alone. Rather, I had help from many and have tried to pay it forward. Finally, as the country marches toward a minority majority, I echo the comments of previous E. E. Just Award recipients on the state of underrepresented minorities in science.

Women and Minorities in Science, Technology, Engineering and Mathematics

2007 ◽  
Author(s):  
Ronald Burke ◽  
Mary Mattis
Keyword(s):  
Science Technology ◽  
And Mathematics ◽  
Minorities In Science

Preparing the Future STEM Workforce for Diverse Environments

2013 ◽  
Vol 48 (5) ◽  
pp. 682-704 ◽  
Author(s):  
Shaundra Bryant Daily ◽  
Wanda Eugene
Keyword(s):  
Underrepresented Minorities ◽  
Economic Competitiveness ◽  
Science Technology ◽  
National Economic ◽  
The Future ◽  
Stem Workforce ◽  
And Mathematics ◽  
Diverse Cultures

Following the belief that diversity breeds innovation in scientific endeavors, there is a national push for more diversity in the science, technology, engineering, and mathematics (STEM) workforce in order to maintain national economic competitiveness. Currently, STEM-related employment is only 28% non-White; however, greater efforts to recruit and retain underrepresented minorities should increase this figure. Amidst the attention given to supporting “leaky pipelines,” less emphasis has been placed on mitigating challenges associated with bringing diverse cultures together. This article presents a framework for supporting underrepresented minorities in building STEM-relevant skills and enhancing their ability to collaborate with peers different from themselves.

Broadening participation among women and racial/ethnic minorities in science, technology, engineering and maths

2012 ◽  
pp. 65-82
Author(s):  
Terrell L. Strayhorn ◽  
James M. DeVita ◽  
Amanda M. Blakewood
Keyword(s):  
Ethnic Minorities ◽  
Science Technology ◽  
Broadening Participation ◽  
Racial Ethnic ◽  
Minorities In Science

scholarly journals From HHMI: Doubling Down on Diversity

2016 ◽  
Vol 15 (3) ◽  
pp. fe6 ◽  
Author(s):  
David J. Asai ◽  
Cynthia Bauerle
Keyword(s):  
United States ◽  
The United States ◽  
Underrepresented Minorities ◽  
The Past ◽  
Science Technology ◽  
And Mathematics ◽  
Postsecondary Science ◽  
National Effort ◽  
Minorities In Stem

In spite of modest gains in the past four decades, the United States has not been able to substantially improve on the pervasive underrepresentation of minorities in postsecondary science, technology, engineering, and mathematics (STEM) pathways. We suggest a way to guide a national effort to double the persistence of underrepresented minorities in STEM in the next decade.

scholarly journals Broadening Participation of Women and Underrepresented Minorities in STEM through a Hybrid Online Transfer Program

2016 ◽  
Vol 15 (3) ◽  
pp. ar50 ◽  
Author(s):  
Jennifer C. Drew ◽  
Sebastian Galindo-Gonzalez ◽  
Alexandria N. Ardissone ◽  
Eric W. Triplett
Keyword(s):  
Underrepresented Minorities ◽  
Science Program ◽  
Transfer Program ◽  
Underrepresented Minority ◽  
University Of Florida ◽  
Bachelor Of Science ◽  
Science Technology ◽  
Participation Of Women ◽  
And Mathematics ◽  
The University

The Microbiology and Cell Science (MCS) Department at the University of Florida (UF) developed a new model of a 2 + 2 program that uses a hybrid online approach to bring its science, technology, engineering, and mathematics (STEM) curriculum to students. In this paradigm, 2-year graduates transfer as online students into the Distance Education in MCS (DE MCS) bachelor of science program. The program has broadened access to STEM with a steadily increasing enrollment that does not draw students away from existing on-campus programs. Notably, half of the DE MCS students are from underrepresented minority (URM) backgrounds and two-thirds are women, which represents a greater level of diversity than the corresponding on-campus cohort and the entire university. Additionally, the DE MCS cohort has comparable retention and academic performance compared with the on-campus transfer cohort. Of those who have earned a BS through the DE MCS program, 71% are women and 61% are URM. Overall, these data demonstrate that the hybrid online approach is successful in increasing diversity and provides another viable route in the myriad of STEM pathways. As the first of its kind in a STEM field, the DE MCS program serves as a model for programs seeking to broaden their reach.

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