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A scholar-practitioner perspective to promoting minority success in STEM

A scholar-practitioner perspective to promoting minority success in STEM <jats:sec> <jats:title content-type="abstract-subheading">Purpose</jats:title> <jats:p>The purpose of this conceptual paper is to present the existing research on already effective programmatic efforts designed to increase diversity in STEM fields and to subsequently encourage researchers and practitioners to more intentionally build upon and design effective interventions around this issue.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Design/methodology/approach</jats:title> <jats:p>Previous research findings accredit this success to various forms of support, such as mentors, study groups, student programs and student organizations (Hurtado <jats:italic>et al.</jats:italic>, 2012; Maton <jats:italic>et al.</jats:italic>, 2000; May and Chubin, 2003).</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Findings</jats:title> <jats:p>Higher education professionals have experienced a rise in concern regarding the alarming disparities of minority students pursuing STEM (science, technology, engineering and mathematics) majors and careers. Because of this, researchers are interested in exploring and addressing some of the reasons.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Originality/value</jats:title> <jats:p>Through the discussion of ideas for action and the proposing of a theoretical foundation from the field of student development, the authors offer recommendations for future research and strategies to further improve recruitment, retention and performance for minority students in STEM fields.</jats:p> </jats:sec> http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal for Multicultural Education CrossRef

A scholar-practitioner perspective to promoting minority success in STEM

Journal for Multicultural Education , Volume 11 (2): 149-159 – Jun 12, 2017

A scholar-practitioner perspective to promoting minority success in STEM


Abstract

<jats:sec>
<jats:title content-type="abstract-subheading">Purpose</jats:title>
<jats:p>The purpose of this conceptual paper is to present the existing research on already effective programmatic efforts designed to increase diversity in STEM fields and to subsequently encourage researchers and practitioners to more intentionally build upon and design effective interventions around this issue.</jats:p>
</jats:sec>
<jats:sec>
<jats:title content-type="abstract-subheading">Design/methodology/approach</jats:title>
<jats:p>Previous research findings accredit this success to various forms of support, such as mentors, study groups, student programs and student organizations (Hurtado <jats:italic>et al.</jats:italic>, 2012; Maton <jats:italic>et al.</jats:italic>, 2000; May and Chubin, 2003).</jats:p>
</jats:sec>
<jats:sec>
<jats:title content-type="abstract-subheading">Findings</jats:title>
<jats:p>Higher education professionals have experienced a rise in concern regarding the alarming disparities of minority students pursuing STEM (science, technology, engineering and mathematics) majors and careers. Because of this, researchers are interested in exploring and addressing some of the reasons.</jats:p>
</jats:sec>
<jats:sec>
<jats:title content-type="abstract-subheading">Originality/value</jats:title>
<jats:p>Through the discussion of ideas for action and the proposing of a theoretical foundation from the field of student development, the authors offer recommendations for future research and strategies to further improve recruitment, retention and performance for minority students in STEM fields.</jats:p>
</jats:sec>

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Publisher
CrossRef
ISSN
2053-535X
DOI
10.1108/jme-01-2016-0001
Publisher site
See Article on Publisher Site

Abstract

<jats:sec> <jats:title content-type="abstract-subheading">Purpose</jats:title> <jats:p>The purpose of this conceptual paper is to present the existing research on already effective programmatic efforts designed to increase diversity in STEM fields and to subsequently encourage researchers and practitioners to more intentionally build upon and design effective interventions around this issue.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Design/methodology/approach</jats:title> <jats:p>Previous research findings accredit this success to various forms of support, such as mentors, study groups, student programs and student organizations (Hurtado <jats:italic>et al.</jats:italic>, 2012; Maton <jats:italic>et al.</jats:italic>, 2000; May and Chubin, 2003).</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Findings</jats:title> <jats:p>Higher education professionals have experienced a rise in concern regarding the alarming disparities of minority students pursuing STEM (science, technology, engineering and mathematics) majors and careers. Because of this, researchers are interested in exploring and addressing some of the reasons.</jats:p> </jats:sec> <jats:sec> <jats:title content-type="abstract-subheading">Originality/value</jats:title> <jats:p>Through the discussion of ideas for action and the proposing of a theoretical foundation from the field of student development, the authors offer recommendations for future research and strategies to further improve recruitment, retention and performance for minority students in STEM fields.</jats:p> </jats:sec>

Journal

Journal for Multicultural EducationCrossRef

Published: Jun 12, 2017

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