I Can, but I'm Not Staying! The Integration of Underrepresented Minority Students Into the Sciences
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Underrepresented Minority
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Abstract Of all segments of science and engineering graduate education, the disparity between minority groups is the greatest, and the participation of nonresident aliens is the highest, in engineering. This paper examines the graduate degrees awarded in engineering from the perspective of representation within the US population, the US engineering schools that grant significant numbers of graduate degrees to underrepresented minorities, and the measures implemented by some of these schools that are particularly effective at granting graduate degrees to underrepresented minorities. In addition, we recommend initial steps that an engineering school might make to increase underrepresented minorities' graduate student participation. Although the specifics can vary from institution to institution, the net result should be the same: a sincere commitment to bring underrepresented minority students into the mainstream of the academic enterprise.
Underrepresented Minority
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Graduate Education
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Attraction and retention of underrepresented groups continues to be a daunting challenge. Our panel explores the research and current efforts to address these issues. It includes a unique group of partners from high school and higher education, as well as specialists in the field and community. This panel seeks to:
• summarize the current state of the pipeline for members of traditionally underrepresented groups in computer science
• review why it is crucial to have adequate representation from underrepresented groups
• discuss opportunities to improve engagement in computer science throughout the pipeline
• look at methods to improve recruitment among underrepresented groups
• review ways to improve interest, retention, and success for these students, their institutions, and communities.
Underrepresented Minority
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While the participation of minority groups underrepresented in medicine has increased from 3% of first-year enrollment in 1968-69 to 11% in 1992, many have been concerned that the percentage of underrepresented-minority applicants accepted is smaller than that of other applicants. To investigate the relationship of acceptance rates and measures of academic achievement, historical data from 1978-79 through 1991-92 on applicant characteristics maintained by the Association of American Medical Colleges were used to develop statistics on acceptance rates for underrepresented minorities and for other applicants, by each applicant's mean score on the MCAT (Medical College Admission Test) and undergraduate science grade point average. Those statistics were then related to trends in applicant numbers. Results show that acceptance rates for both underrepresented minorities and others increased as the numbers of applications from both groups declined, then decreased as applications again rose. When underrepresented-minority applicants were compared with other applicants within the same ranges of grades and MCAT scores, underrepresented-minority applicants were accepted at substantially higher rates in every stratum. Thus, medical schools generally are acting affirmatively in selecting applicants from underrepresented-minority groups.
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In 1989, the University of Pennsylvania School of Dental Medicine (UPSDM) found there was an urgent need for new programs that would be effective in recruiting highly qualified and talented underrepresented minority students and ensuring their retention. Major efforts focused on leadership, financial support, institutional commitment, and the creation of an inclusive environment. UPSDM also offers an accelerated program leading to combined bachelor's and dental degrees and has agreements with several undergraduate institutions, including Xavier University in Louisiana and Hampton University, to enroll students in this program. UPSDM encourages minority retention through a Peer Mentorship Program, a Minority Mentorship Program, and course offerings that focus on diversity. Over the past thirteen years, these efforts have successfully garnered a fivefold increase in the number of underrepresented minority students at UPSDM.
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In recent years, women and underrepresented minority students have made significant advances in traditionally White male-dominated majors. Nevertheless, they are still underrepresented in most STEM majors. Consequently, many institutions in Higher Education are exploring ways to deliver environments that support those underrepresented students’ retention in science and engineering. This study sheds some light on women and minority students’ underrepresentation in computer science by exploring factors associated with their retention in the field.
Underrepresented Minority
Attrition
Science and engineering
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Recruitment of more underrepresented minority students (black, Hispanic and native American) to increase racial diversity in the physician workforce is on the agenda for medical schools around the nation. The benefits of having a racially diverse class are indisputable. Minority physicians are more likely to provide care to minority, underserved, disadvantaged and low-income populations. Therefore, medical schools would benefit from diversity through utilizing strategies for recruitment of underrepresented minority (URM) students. Numerous recruitment strategies have been employed to increase the number of underrepresented minority students. However, formal collaboration with minority medical student organizations is an underutilized tool in the recruitment process. Many medical schools have informally used minority medical students and members of various minority organizations on campus in the recruitment process, but a formal collaboration which entails a strategic approach on using minority medical student organizations has yet to be included in the literature. This paper discusses the innovative collaboration between the University of Toledo College of Medicine (UTCOM) chapter of the Student National Medical Association (SNMA) and the college of medicine's admissions office to strategize a recruitment plan to increase the number of underrepresented minority students at the UTCOM. This paper suggests that minority medical student organizations, particularly the SNMA, can be used as a recruiting tool; hence, admissions offices cannot negate the usefulness of having formal involvement of minority medical student organizations as a recruiting tool. This approach may also be applicable to residency programs and other graduate professional fields with a severe shortage of URM students.
Underrepresented Minority
Disadvantaged
Economic shortage
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Dental educators have been trying to increase enrollment of underrepresented minority (URM) students for many years with limited success. The Pipeline, Profession, and Practice: Community-Based Dental Education program has developed or been affiliated with several innovative strategies for increasing the enrollment of URM students in U.S. dental schools. In March 2005, three promising approaches were discussed at an American Dental Education Association symposium and are described in this article: 1) collaborative recruitment programs based on groups of regional schools; 2) workshops that focus on the effective operation of admissions committees; and 3) a new summer enrichment program for college students interested in dentistry and medicine.
Underrepresented Minority
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African-American, Hispanic, and NativeAmerican women are pursuing higher education in science and engineering more than ever before. Given this significant growth in interest and participation, what has the impact been on the professional outcomes for underrepresented minority (URM) women? Unfortunately, data show that they have made little progress in the percentage of doctorates received or in representation among faculty at top research institutions.
Underrepresented Minority
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