In:
Science, American Association for the Advancement of Science (AAAS), Vol. 364, No. 6438 ( 2019-04-26), p. 335-337
Abstract:
Ethnic minorities comprise rapidly growing portions of the populations of most developed countries ( 1 ) but are underrepresented in fields of science, technology, engineering, and mathematics (STEM) ( 2 , 3 ). Efforts to increase diversity in the STEM workforce, important for developing more effective approaches to group problem-solving ( 4 – 6 ), have been under way in the United States for decades, but widespread impact remains relatively low ( 3 ). The Meyerhoff Scholars Program (MYS) at the University of Maryland, Baltimore County (UMBC), provides a promising model for increasing retention and academic performance of underrepresented minority (URM) undergraduates in STEM and for preparing those undergraduates to pursue and succeed in graduate and professional programs ( 7 , 8 ). Although MYS is nearly 30 years old and outcomes for African-American STEM majors have been extensively documented [see ( 7 , 8 ) and references therein], no other majority university [not meeting the definition of being a minority-serving institution (MSI) ( 9 )] has achieved similar outcomes ( 10 ). We describe here some promising early indicators that an interinstitutional partnership approach can help enable MYS-like outcomes at majority universities with different URM compositions, geographies, and institutional sizes and cultures: The University of North Carolina at Chapel Hill (UNC) and Pennsylvania State University at University Park (PSU).
Type of Medium:
Online Resource
ISSN:
0036-8075
,
1095-9203
DOI:
10.1126/science.aar5540
Language:
English
Publisher:
American Association for the Advancement of Science (AAAS)
Publication Date:
2019
detail.hit.zdb_id:
128410-1
detail.hit.zdb_id:
2066996-3
detail.hit.zdb_id:
2060783-0
SSG:
11
Permalink
