@BOOK{NAP author = "National Academy of Sciences and National Academy of Engineering and Institute of Medicine", title = "Expanding Underrepresented Minority Participation: America's Science and Technology Talent at the Crossroads", isbn = "978-0-309-15968-5", abstract = "In order for the United States to maintain the global leadership and competitiveness in science and technology that are critical to achieving national goals, we must invest in research, encourage innovation, and grow a strong and talented science and technology workforce. Expanding Underrepresented Minority Participation explores the role of diversity in the science, technology, engineering and mathematics (STEM) workforce and its value in keeping America innovative and competitive. According to the book, the U.S. labor market is projected to grow faster in science and engineering than in any other sector in the coming years, making minority participation in STEM education at all levels a national priority.\nExpanding Underrepresented Minority Participation analyzes the rate of change and the challenges the nation currently faces in developing a strong and diverse workforce. Although minorities are the fastest growing segment of the population, they are underrepresented in the fields of science and engineering. Historically, there has been a strong connection between increasing educational attainment in the United States and the growth in and global leadership of the economy. Expanding Underrepresented Minority Participation suggests that the federal government, industry, and post-secondary institutions work collaboratively with K-12 schools and school systems to increase minority access to and demand for post-secondary STEM education and technical training.\nThe book also identifies best practices and offers a comprehensive road map for increasing involvement of underrepresented minorities and improving the quality of their education. It offers recommendations that focus on academic and social support, institutional roles, teacher preparation, affordability and program development.\n\n ", url = "https://nap.nationalacademies.org/catalog/12984/expanding-underrepresented-minority-participation-americas-science-and-technology-talent-at", year = 2011, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academy of Engineering and National Academies of Sciences, Engineering, and Medicine", editor = "Shirley Malcom and Michael Feder", title = "Barriers and Opportunities for 2-Year and 4-Year STEM Degrees: Systemic Change to Support Students' Diverse Pathways", isbn = "978-0-309-37357-9", abstract = "Nearly 40 percent of the students entering 2- and 4-year postsecondary institutions indicated their intention to major in science, technology, engineering, and mathematics (STEM) in 2012. But the barriers to students realizing their ambitions are reflected in the fact that about half of those with the intention to earn a STEM bachelor's degree and more than two-thirds intending to earn a STEM associate's degree fail to earn these degrees 4 to 6 years after their initial enrollment. Many of those who do obtain a degree take longer than the advertised length of the programs, thus raising the cost of their education. Are the STEM educational pathways any less efficient than for other fields of study? How might the losses be \"stemmed\" and greater efficiencies realized? These questions and others are at the heart of this study.\n\nBarriers and Opportunities for 2-Year and 4-Year STEM Degrees reviews research on the roles that people, processes, and institutions play in 2-and 4-year STEM degree production. This study pays special attention to the factors that influence students' decisions to enter, stay in, or leave STEM majors\u2014quality of instruction, grading policies, course sequences, undergraduate learning environments, student supports, co-curricular activities, students' general academic preparedness and competence in science, family background, and governmental and institutional policies that affect STEM educational pathways.\n \nBecause many students do not take the traditional 4-year path to a STEM undergraduate degree, Barriers and Opportunities describes several other common pathways and also reviews what happens to those who do not complete the journey to a degree. This book describes the major changes in student demographics; how students, view, value, and utilize programs of higher education; and how institutions can adapt to support successful student outcomes. In doing so, Barriers and Opportunities questions whether definitions and characteristics of what constitutes success in STEM should change. As this book explores these issues, it identifies where further research is needed to build a system that works for all students who aspire to STEM degrees. The conclusions of this report lay out the steps that faculty, STEM departments, colleges and universities, professional societies, and others can take to improve STEM education for all students interested in a STEM degree.\n", url = "https://nap.nationalacademies.org/catalog/21739/barriers-and-opportunities-for-2-year-and-4-year-stem-degrees", year = 2016, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Lorelle L. Espinosa and Kent McGuire and Leigh Miles Jackson", title = "Minority Serving Institutions: America's Underutilized Resource for Strengthening the STEM Workforce", isbn = "978-0-309-48441-1", abstract = "There are over 20 million young people of color in the United States whose representation in STEM education pathways and in the STEM workforce is still far below their numbers in the general population. Their participation could help re-establish the United States' preeminence in STEM innovation and productivity, while also increasing the number of well-educated STEM workers. \n\nThere are nearly 700 minority-serving institutions (MSIs) that provide pathways to STEM educational success and workforce readiness for millions of students of color\u2014and do so in a mission-driven and intentional manner. They vary substantially in their origins, missions, student demographics, and levels of institutional selectivity. But in general, their service to the nation provides a gateway to higher education and the workforce, particularly for underrepresented students of color and those from low-income and first-generation to college backgrounds. The challenge for the nation is how to capitalize on the unique strengths and attributes of these institutions and to equip them with the resources, exceptional faculty talent, and vital infrastructure needed to educate and train an increasingly critical portion of current and future generations of scientists, engineers, and health professionals. \n\nMinority Serving Institutions examines the nation's MSIs and identifies promising programs and effective strategies that have the highest potential return on investment for the nation by increasing the quantity and quality MSI STEM graduates. This study also provides critical information and perspective about the importance of MSIs to other stakeholders in the nation's system of higher education and the organizations that support them.", url = "https://nap.nationalacademies.org/catalog/25257/minority-serving-institutions-americas-underutilized-resource-for-strengthening-the-stem", year = 2019, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Evelynn Hammonds and Valerie Taylor and Rebekah Hutton", title = "Transforming Trajectories for Women of Color in Tech", isbn = "978-0-309-26897-4", abstract = "Demand for tech professionals is expected to increase substantially over the next decade, and increasing the number of women of color in tech will be critical to building and maintaining a competitive workforce. Despite years of efforts to increase the diversity of the tech workforce, women of color have remained underrepresented, and the numbers of some groups of women of color have even declined. Even in cases where some groups of women of color may have higher levels of representation, data show that they still face significant systemic challenges in advancing to positions of leadership. Research evidence suggests that structural and social barriers in tech education, the tech workforce, and in venture capital investment disproportionately and negatively affect women of color.\nTransforming Trajectories for Women of Color in Tech uses current research as well as information obtained through four public information-gathering workshops to provide recommendations to a broad set of stakeholders within the tech ecosystem for increasing recruitment, retention, and advancement of women of color. This report identifies gaps in existing research that obscure the nature of challenges faced by women of color in tech, addresses systemic issues that negatively affect outcomes for women of color in tech, and provides guidance for transforming existing systems and implementing evidence-based policies and practices to increase the success of women of color in tech.", url = "https://nap.nationalacademies.org/catalog/26345/transforming-trajectories-for-women-of-color-in-tech", year = 2022, publisher = "The National Academies Press", address = "Washington, DC" } @BOOK{NAP author = "National Academies of Sciences, Engineering, and Medicine", editor = "Gilda A. Barabino and Susan T. Fiske and Layne A. Scherer and Emily A. Vargas", title = "Advancing Antiracism, Diversity, Equity, and Inclusion in STEMM Organizations: Beyond Broadening Participation", isbn = "978-0-309-69669-2", abstract = "Individuals from minoritized racial and ethnic groups continue to face systemic barriers that impede their ability to access, persist, and thrive in science, technology, engineering, mathematics, and medicine (STEMM) higher education and workforce. Without actively dismantling policies and practices that disadvantage people from minoritized groups, STEMM organizations stand to lose much needed talent and innovation as well as the ideas that come from having a diverse workforce.\nA new report from the Board on Behavioral, Cognitive, and Sensory Sciences examines the backdrop of systemic racism in the United States that has harmed and continues to harm people from minoritized groups, which is critical for understanding the unequal representation in STEMM. The report outlines actions that top leaders and gatekeepers in STEMM organizations, such as presidents and chief executive officers, can take to foster a culture and climate of antiracism, diversity, equity, and inclusion that is genuinely accessible and supportive to all.", url = "https://nap.nationalacademies.org/catalog/26803/advancing-antiracism-diversity-equity-and-inclusion-in-stemm-organizations-beyond", year = 2023, publisher = "The National Academies Press", address = "Washington, DC" }