Improving underrepresented minority student persistence in stem

Mica Estrada*, Myra Burnett, Andrew G. Campbell, Patricia B. Campbell, Wilfred F. Denetclaw, Carlos G. Gutiérrez, Sylvia Hurtado, Gilbert H. John, John Matsui, Richard McGee, Camellia Moses Okpodu, T. Joan Robinson, Michael F. Summers, Maggie Werner-Washburne, Maria Elena Zavala

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

120 Scopus citations

Abstract

Members of the Joint Working Group on Improving Underrepresented Minorities (URMs) Persistence in Science, Technology, Engineering, and Mathematics (STEM)-convened by the National Institute of General Medical Sciences and the Howard Hughes Medical Institute-review current data and propose deliberation about why the academic “pathways” leak more for URM than white or Asian STEM students. They suggest expanding to include a stronger focus on the institutional barriers that need to be removed and the types of interventions that “lift” students’ interests, commitment, and ability to persist in STEM fields. Using Kurt Lewin’s planned approach to change, the committee describes five recommendations to increase URM persistence in STEM at the undergraduate level. These recommendations capitalize on known successes, recognize the need for accountability, and are framed to facilitate greater progress in the future. The impact of these recommendations rests upon enacting the first recommendation: to track successes and failures at the institutional level and collect data that help explain the existing trends.

Original languageEnglish (US)
Article numberes5
JournalCBE life sciences education
Volume15
Issue number3
DOIs
StatePublished - Sep 1 2016

ASJC Scopus subject areas

  • Education
  • Biochemistry, Genetics and Molecular Biology(all)

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