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Journal Article•DOI•

Expanding underrepresented minority participation: America's science and technology talent at the crossroads

Julie A. Bianchini1•
University of California, Santa Barbara1
01 Jan 2013-Science Education (John Wiley & Sons, Ltd)-Vol. 97, Iss: 1, pp 163-166
TL;DR: In this paper, the authors discuss the importance of minority participation in science and technology talent at the crossroads committee on underrepresented groups and the expansion of the Science and Engineering Workforce Pipeline.
Abstract: This summary plus thousands more available at www.nap.edu. Expanding Underrepresented Minority Participation: America's Science and Technology Talent at the Crossroads Committee on Underrepresented Groups and the Expansion of the Science and Engineering Workforce Pipeline; Committee on Science, Engineering, and Public Policy; Policy and Global Affairs; National Academy of Sciences, National Academy of Engineering, and Institute of Medicine
Citations
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A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas

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David Gillam
01 Sep 2012
TL;DR: In this article, a Mars Exploration Program lesson was prepared by Arizona State University's Mars Education Program, under contract to NASA's Jet Propulsion Laboratory, a division of the California Institute of Technology.
Abstract: 1 On behalf of NASA’s Mars Exploration Program, this lesson was prepared by Arizona State University’s Mars Education Program, under contract to NASA’s Jet Propulsion Laboratory, a division of the California Institute of Technology. These materials may be distributed freely for non-commercial purposes. Copyright 2014; 2012; 2010; 2000. Last edited: April 24, 2014 Marsbound! Mission to the Red Planet

4,486 citations

Journal Article•DOI•
Race, Ethnicity, and NIH Research Awards

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Donna K. Ginther1, Walter T. Schaffer2, Joshua D. Schnell3, Beth Masimore3, Faye Liu3, Laurel L. Haak3, Raynard Kington2 •
University of Kansas1, National Institutes of Health2, Thomson Reuters3
19 Aug 2011-Science
TL;DR: It is found that Asians are 4 percentage points and black or African-American applicants are 13 percentage points less likely to receive NIH investigator-initiated research funding compared with whites, after controlling for the applicant’s educational background, country of origin, training, previous research awards, publication record, and employer characteristics.
Abstract: We investigated the association between a U.S. National Institutes of Health (NIH) R01 applicant’s self-identified race or ethnicity and the probability of receiving an award by using data from the NIH IMPAC II grant database, the Thomson Reuters Web of Science, and other sources. Although proposals with strong priority scores were equally likely to be funded regardless of race, we find that Asians are 4 percentage points and black or African-American applicants are 13 percentage points less likely to receive NIH investigator-initiated research funding compared with whites. After controlling for the applicant’s educational background, country of origin, training, previous research awards, publication record, and employer characteristics, we find that black applicants remain 10 percentage points less likely than whites to be awarded NIH research funding. Our results suggest some leverage points for policy intervention.

771 citations

Discipline-Based Education Research: Understanding and Improving Learning in

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Susan R. Singer, Natalie R. Nielsen, Heidi A. Schweingruber
01 Jan 2013
TL;DR: The National Research Council's Discipline-Based Education Research (DBER) report (National Research Council, 2012) captures the state-of-theart advances in our understanding of engineering and science student learning and highlights commonalities with other science-based education research programs.
Abstract: Engineering education research (EER) has been on the fast track since 2004 with an exponential rise in the number of Ph.D.s awarded and the establishment of new programs, even entire EER departments. The National Research Council’s Discipline-Based Education Research (DBER) report (National Research Council, 2012) captures the state-of-the-art advances in our understanding of engineering and science student learning and highlights commonalities with other science-based education research programs. The DBER report is the consensus analysis of experts in undergraduate education research in physics, chemistry, biology, geosciences, astronomy, and engineering. The study committee, chaired by Susan Singer, also included higher education researchers, learning scientists, and cognitive psychologists. A central aspect of the DBER report is the focus on and application of research in the education, learning, and social-behavioral sciences to science and engineering curricula design and teaching methods. Froyd, Wankat, and Smith (2012) identified five major shifts in engineering education in the past 100 years: 1. A shift from hands-on and practical emphasis to engineering science and analytical emphasis 2. A shift to outcomes-based education and accreditation 3. A shift to emphasizing engineering design 4. A shift to applying education, learning, and social-behavioral sciences research 5. A shift to integrating information, computational, and communications technology in education

721 citations

Book Chapter•DOI•
Crossing the Finish Line:: Completing College at America’s Public Universities (Association for Institutional Research, May 30, 2010)

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William G. Bowen
31 Oct 2017
TL;DR: The modern evolution of America's Flagship Universities by Eugene M. Tobin this article has been studied extensively in the field of educational attainment: overall trends, disparities, and the public universities we study.
Abstract: Acknowledgments vii Preface xiii Chapter 1. Educational Attainment: Overall Trends, Disparities, and the Public Universities We Study 1 Chapter 2. Bachelor's Degree Attainment on a National Level 20 Chapter 3. Finishing College at Public Universities 32 Chapter 4. Fields of Study, Time-to-Degree, and College Grades 57 Chapter 5. High Schools and "Undermatching" 87 Chapter 6. Test Scores and High School Grades as Predictors 112 Chapter 7. Transfer Students and the Path from Two-Year to Four-Year Colleges 134 Chapter 8. Financial Aid and Pricing on a National Level 149 Chapter 9. Financial Aid at Public Universities 166 Chapter 10. Institutional Selectivity and Institutional Effects 192 Chapter 11. Target Populations 207 Chapter 12. Looking Ahead 223 Appendix A. The Modern Evolution of America's Flagship Universities by Eugene M. Tobin 239 Notes 265 List of Figures 337 List of Tables 347 List of Appendix Tables 349 References 357 Index 377

696 citations

Journal Article•DOI•
Inside the Double Bind: A Synthesis of Empirical Research on Undergraduate and Graduate Women of Color in Science, Technology, Engineering, and Mathematics

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Maria Ong, Carol Wright, Lorelle L. Espinosa, Gary Orfield1•
University of California, Los Angeles1
13 Jun 2011-Harvard Educational Review
TL;DR: Ong et al. as discussed by the authors reviewed nearly forty years of scholarship on the postsecondary educational experiences of women of color in science, technology, engineering, and mathematics (STEM) fields.
Abstract: In this article, Maria Ong, Carol Wright, Lorelle Espinosa, and Gary Orfield review nearly forty years of scholarship on the postsecondary educational experiences of women of color in science, technology, engineering, and mathematics (STEM). Their synthesis of 116 works of scholarship provides insight into the factors that influence the retention, persistence, and achievement of women of color in STEM fields. They argue that the current underrepresentation of women of color in STEM fields represents an unconscionable underutilization of our nation's human capital and raises concerns of equity in the U.S. educational and employment systems. They refute the pervasive myth that underrepresented minority women are less interested in pursuing STEM fields and then present a complex portrait of the myriad factors that influence the undergraduate and graduate experiences of women of color in STEM fields. Finally, the authors discuss the policy implications of their findings and highlight gaps in the literature wh...

676 citations

References
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Book•
Self-Efficacy: The Exercise of Control

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Albert Bandura1•
Stanford University1
01 Jan 1997
TL;DR: SelfSelf-Efficacy (SE) as discussed by the authors is a well-known concept in human behavior, which is defined as "belief in one's capabilities to organize and execute the courses of action required to produce given attainments".
Abstract: Albert Bandura and the Exercise of Self-Efficacy Self-Efficacy: The Exercise of Control Albert Bandura. New York: W. H. Freeman (www.whfreeman.com). 1997, 604 pp., $46.00 (hardcover). Enter the term "self-efficacy" in the on-line PSYCLIT database and you will find over 2500 articles, all of which stem from the seminal contributions of Albert Bandura. It is difficult to do justice to the immense importance of this research for our theories, our practice, and indeed for human welfare. Self-efficacy (SE) has proven to be a fruitful construct in spheres ranging from phobias (Bandura, Jeffery, & Gajdos, 1975) and depression (Holahan & Holahan, 1987) to career choice behavior (Betz & Hackett, 1986) and managerial functioning (Jenkins, 1994). Bandura's Self-Efficacy: The Exercise of Control is the best attempt so far at organizing, summarizing, and distilling meaning from this vast and diverse literature. Self-Efficacy may prove to be Bandura's magnum opus. Dr. Bandura has done an impressive job of summarizing over 1800 studies and papers, integrating these results into a coherent framework, and detailing implications for theory and practice. While incorporating prior works such as Social Learning Theory (Bandura, 1977) and "Self-efficacy mechanism in human agency" (Bandura, 1982), Self-Efficacy extends these works by describing results of diverse new research, clarifying and extending social cognitive theory, and fleshing out implications of the theory for groups, organizations, political bodies, and societies. Along the way, Dr. Bandura masterfully contrasts social cognitive theory with many other theories of human behavior and helps chart a course for future research. Throughout, B andura' s clear, firm, and self-confident writing serves as the perfect vehicle for the theory he espouses. Self-Efficacy begins with the most detailed and clear explication of social cognitive theory that I have yet seen, and proceeds to delineate the nature and sources of SE, the well-known processes via which SE mediates human behavior, and the development of SE over the life span. After laying this theoretical groundwork, subsequent chapters delineate the relevance of SE to human endeavor in a variety of specific content areas including cognitive and intellectual functioning; health; clinical problems including anxiety, phobias, depression, eating disorders, alcohol problems, and drug abuse; athletics and exercise activity; organizations; politics; and societal change. In Bandura's words, "Perceived self-efficacy refers to beliefs in one's capabilities to organize and execute the courses of action required to produce given attainments" (p. 3). People's SE beliefs have a greater effect on their motivation, emotions, and actions than what is objectively true (e.g., actual skill level). Therefore, SE beliefs are immensely important in choice of behaviors (including occupations, social relationships, and a host of day-to-day behaviors), effort expenditure, perseverance in pursuit of goals, resilience to setbacks and problems, stress level and affect, and indeed in our ways of thinking about ourselves and others. Bandura affirms many times that humans are proactive and free as well as determined: They are "at least partial architects of their own destinies" (p. 8). Because SE beliefs powerfully affect human behaviors, they are a key factor in human purposive activity or agency; that is, in human freedom. Because humans shape their environment even as they are shaped by it, SE beliefs are also pivotal in the construction of our social and physical environments. Bandura details over two decades of research confirming that SE is modifiable via mastery experiences, vicarious learning, verbal persuasion, and interpretation of physiological states, and that modified SE strongly and consistently predicts outcomes. SE beliefs, then, are central to human self-determination. STRENGTHS One major strength of Self-Efficacy is Bandura's ability to deftly dance from forest to trees and back again to forest, using specific, human examples and concrete situations to highlight his major theoretical premises, to which he then returns. …

46,839 citations

Journal Article•DOI•
Stereotype threat and the intellectual test performance of African Americans

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Claude M. Steele1, Joshua Aronson•
Stanford University1
01 Nov 1995-Journal of Personality and Social Psychology
TL;DR: The role of stereotype vulnerability in the standardized test performance of ability-stigmatized groups is discussed and mere salience of the stereotype could impair Blacks' performance even when the test was not ability diagnostic.
Abstract: Stereotype threat is being at risk of confirming, as self-characte ristic, a negative stereotype about one's group. Studies 1 and 2 varied the stereotype vulnerability of Black participants taking a difficult verbal test by varying whether or not their performance was ostensibly diagnostic of ability, and thus, whether or not they were at risk of fulfilling the racial stereotype about their intellectual ability. Reflecting the pressure of this vulnerability, Blacks underperformed in relation to Whites in the ability-diagnostic condition but not in the nondiagnostic condition (with Scholastic Aptitude Tests controlled). Study 3 validated that ability-diagnosticity cognitively activated the racial stereotype in these participants and motivated them not to conform to it, or to be judged by it. Study 4 showed that mere salience of the stereotype could impair Blacks' performance even when the test was not ability diagnostic. The role of stereotype vulnerability in the standardized test performance of ability-stigmatized groups is discussed. Not long ago, in explaining his career-long preoccupation with the American Jewish experience, the novelist Philip Roth said that it was not Jewish culture or religion per se that fascinated him, it was what he called the Jewish "predicament." This is an apt term for the perspective taken in the present research. It focuses on a social-psychological predicament that can arise from widely-known negative stereotypes about one's group. It is this: the existence of such a stereotype means that anything one does or any of one's features that conform to it make the stereotype more plausible as a self-characterization in the eyes of others, and perhaps even in one's own eyes. We call this predicament stereotype threat and argue that it is experienced, essentially, as a self-evaluative threat. In form, it is a predicament that can beset the members of any group about whom negative stereotypes exist. Consider the stereotypes elicited by the terms yuppie, feminist, liberal, or White male. Their prevalence in society raises the possibility for potential targets that the stereotype is true of them and, also, that other people will see them that way. When the allegations of the stereotype are importantly

7,282 citations

"Expanding underrepresented minority..." refers background in this paper

  • ...box indicating their race or gender prior to taking a standardized test (see, for example, Bonous-Hammarth, 2000; Brown and Day, 2006; Dar-Nimrod and Heine, 2006; Spencer et al., 1999; Steele, 1992; Steele and Aronson, 1995; Steele et al., 2002)....

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Book•
How college affects students

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Robert D. Brown1•
University of Nebraska–Lincoln1
01 Jan 1991
TL;DR: In 1992, How College Affects Students The Journal of Higher Education: Vol 63, No 3, pp 355-358 as mentioned in this paper, the authors presented a survey of how college affects students.
Abstract: (1992) How College Affects Students The Journal of Higher Education: Vol 63, No 3, pp 355-358

3,758 citations

"Expanding underrepresented minority..." refers background in this paper

  • ...Pascarella and Terenzini (1991), in their review of the research on this topic, concluded that the evidence suggested that working during college, especially in a job that was related to one’s major or career goals, had a positive impact on career choice, attainment, and level of professional responsibility attained early in a career....

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Science and Engineering Indicators

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Jennifer Sue Bond, Daniel C Humphrey, Karen L Paton, Amy M Hightower, Larry Suter, Jean M Johnson, Melissa Pollak, John E Jankowski, Rolf F Lehming, Lawrence M Rausch, Jon D Miller 
08 Dec 1993
TL;DR: In this article, the authors present the following categories: elementary and secondary science and mathematics education, higher education in science and engineering, academic research and development, public attitudes and public understanding.
Abstract: : 1. Elementary and Secondary Science and Mathematics Education. 2. Higher Education in Science and Engineering. 3. Science and Engineering Workforce. 4. Research & Development: Financial Resources and Instituional Linkages. 5. Academic Research and Development: Financial Resources, Personnel, and Outputs. 6. Technology Development and competitiveness. 7. Science and Technology: Public Attitudes and Public Understanding.

3,343 citations

"Expanding underrepresented minority..." refers background in this paper

  • ...College affordability is an issue for all students, especially as tuition continues to increase above the rate of inflation, and is affected by federal, state, and institutional policies....

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  • ...Consequently, there have been calls— from the College Board, the Lumina and Gates Foundations, and the administration—to increase the postsecondary completion rate in the United Copyright National Academy of Sciences....

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  • ...First, the Rethinking Student Aid study group convened by the College Board (2008a) recently recommended a major overhaul of the financial aid system....

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  • ...CONTENTS xiii G-2 Top 15 Baccalaureate Origin Institutions of African American Doctorates in the Natural Sciences and Engineering (NS&E) That Are Historically Black Colleges and Universities (HBCUs), by Broad Field, 2002-2006 (most recent five years), 254 G-3 Top 13 Baccalaureate Origin Institutions of African American Doctorates in the Natural Sciences and Engineering (NS&E) That Are Predominantly White Universities, by Broad Field, 2002- 2006 (most recent five years), 256 G-4 Top 25 Baccalaureate Origin Institutions of Hispanic Doctorates in the Natural Sciences and Engineering (NS&E), 2002-2006, 261 G-5 Top 25 Baccalaureate Origin Institutions of Hispanic Doctorates in the Natural Sciences and Engineering (NS&E), by Broad Field, 2002-2006 (most recent five years), 260...

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  • ...George Whitesides (Chair), Woodford L. and Ann A. Flowers University Professor, Harvard University William Brody, President, Johns Hopkins University Claude R. Canizares, Vice President for Research, Massachusetts Institute of Technology Ralph J. Cicerone (Ex officio), President, National Academy of Sciences Edward F. Crawley, Executive Director, CMI and Professor, Aeronautics and Astronautics, Massachusetts Institute of Technology Ruth A. David, President and Chief Executive Officer, ANSER (Analytic Services, Inc.) Haile T. Debas, Executive Director, University of California at San Francisco Global Health Sciences Harvey V. Fineberg (Ex Officio), President, Institute of Medicine Jacques S. Gansler, Vice President for Research, Professor and Roger C. Lipitz Chair in Public Policy and Private Enterprise, University of Maryland MRC Greenwood, Chancellor Emerita, University of California Santa Cruz, and Professor of Nutrition and Internal Medicine, University of California Davis W. Carl Lineberger, Professor of Chemistry, Joint Institute for Laboratory Astrophysics, University of Colorado C. Dan Mote, Jr., President and Glenn Martin Institute, Professor of Engineering, University of Maryland College Park Robert N. Nerem, Parker H. Petit Professor and Director, Georgia Institute of Technology Lawrence T. Papay, CEO and Principal, PQR, LLC Anne C. Petersen, Professor of Psychology, Center for Advanced Study in the Behavioral Sciences, Stanford University Susan C. Scrimshaw, President, The Sage Colleges William J. Spencer, Chairman Emeritus, SEMATECH Lydia Thomas (Ex Officio) President and Chief Executive Officer (Retired), Noblis, Inc. Charles M. Vest (Ex Officio), President, National Academy of Engineering Nancy S. Wexler, Higgins Professor of Neuropsychology, Columbia University Mary Lou Zoback, Vice President Earthquake Risk Applications, Risk Management Solutions, Inc....

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Journal Article•DOI•
Stereotype Threat and Women's Math Performance

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Steven J. Spencer1, Claude M. Steele2, Diane M. Quinn3•
University of Waterloo1, Stanford University2, University of Michigan3
01 Jan 1999-Journal of Experimental Social Psychology
TL;DR: This article found that when the test was described as producing gender differences and stereotype threat was high, women performed substantially worse than equally qualified men did on difficult (but not easy) math tests among a highly selected sample of men and women.

3,093 citations

"Expanding underrepresented minority..." refers background in this paper

  • ...box indicating their race or gender prior to taking a standardized test (see, for example, Bonous-Hammarth, 2000; Brown and Day, 2006; Dar-Nimrod and Heine, 2006; Spencer et al., 1999; Steele, 1992; Steele and Aronson, 1995; Steele et al., 2002)....

    [...]

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Rising Above The Gathering Storm: Energizing and Employing America for a Brighter Economic Future

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01 Dec 2004
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