• Corpus ID: 141306727

Special Issue: Racial and Ethnic Minority Students' Success in STEM Education.

  title={Special Issue: Racial and Ethnic Minority Students' Success in STEM Education.},
  author={Samuel Museus and Robert T. Palmer and Ryan J. Davis and Dina C. Maramba},
  journal={Ashe Higher Education Report},
Executive Summary. Foreword. Acknowledgments. Dedications. Introduction, Context, and Overview of the Volume. The National Context: Important Trends in Racial Demographics and STEM Fields. The Urgency of Fostering Minority Students' Success in STEM. Purpose and Overview of the Volume. Key Concepts and Definitions. Limitations of the Volume. The Current Condition of Minority Students in STEM. The Impact of Race and Racism on Minority Students' Success in STEM. Factors in K 12 Education That… 
Factors Associated With College STEM Participation of Racially Minoritized Students: A Synthesis of Research
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Racial Identity-Rooted Academic Motivation of First-Year African American Students Majoring in STEM at an HBCU
It is discovered that HBCU institutional factors engendered academic motivation that is rooted in students' racial identity and suggest the construct of racial identity-rooted academic motivation.
Examining the influence of a STEM certification model on female, minority science outcomes
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Educating the Academe- How Academic Homogeneity Stifles Racial Diversity
Although there is a wealth of research to support the notion that the American professoriate is not as racially and ethnically diverse as it could and should be, very little research has focused on
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Critical Examination of the Role of STEM in Propagating and Maintaining Race and Gender Disparities
At a time when underrepresented and racial/ethnic populations in the U.S. are growing rapidly, it is critical to examine the historical roots of why they continue to be underrepresented in science,


Theory Meets Practice: HBCU Initiatives That Promote Academic Success Among African Americans in STEM
In the current postindustrial era, increasing the number of minorities in science, technology, engineering, and mathematics (STEM) is critically important for the United States’ economic growth and
Retaining Minority Students in Higher Education: A Framework for Success. ASHE-ERIC Higher Education Report. Jossey-Bass Higher and Adult Education Series.
Foreword.Acknowledgments.Postsecondary Opportunity.The Growing Importance of a College Degree.Moving from Access to Success.Diagnosis by the Numbers: The Education Pipeline for Racial and Ethnic
Diversity and Equity for Asian American Students in Science Education.
Asian American students have been described as a “model minority” for their academic achievements, particularly in the natural sciences and related fields. The model minority label, however, has
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Black students' participation in higher education has experienced periods of growth and decline. The recent resurgence and proliferation of racial incidents on college campuses, coupled with a
Factors Influencing the Persistence of Ethnic Minority Students Enrolled in a College Engineering Program.
This study explored how motivational and achievement factors interact and affect persistence in minority undergraduate engineering students. Study participants were 38 entering Mexican and African
College in Black and White: Campus Environment and Academic Achievement of African American Males
Research on African American males in U.S. higher education is generally relegated to explorations of the quantitative indicators of enrollment and attrition. Correspondingly little is known about
A Contemporary Examination of Factors Promoting the Academic Success of Minority Students at a Predominantly White University
Although the numbers of minority students are increasing in higher education, researchers remain concerned about the ability of predominantly White institutions (PWIs) to support and retain these
African American college students excelling in the sciences: College and postcollege outcomes in the Meyerhoff Scholars Program
This paper describes and assesses the effectiveness of the Meyerhoff Scholars Program at the University of Maryland, Baltimore County (UMBC). The Program is designed to increase the number of
State-Mandated Language Classification: A Study of Hmong American Students' Access to College-Preparatory Curricula
Investigating Hmong American high school and college students' experiences in English language development and mainstream academic tracks, as well as their perceptions regarding access to college preparatory courses suggests that students tracked in English Language Development curricula not only have limited access to key resources, but also hold lower aspirations about college.
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Six of every 10 Black and Latina/o undergraduates who begin higher education at a four-year institution will fail to earn a bachelor’s degree within six years. These low rates of attainment are