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Introduction

Efforts over the last several decades to increase the representation of Black men and women in the nation’s scientific and medical workforce have had limited results. Despite many individual successes, the number of Black physicians, engineers, scientists, and other professionals has not reached a level that corresponds with their representation in the country at large. Moreover, Black science, engineering, and medicine (SEM) students and professionals, including many in the top tiers of academia and industry, easily can recount multiple situations in which they have experienced explicit or implicit racism. Systemic racism has resulted in inequities in educational opportunities, financial resources, and health and well-being.

Academic preparation is critical to increase Black representation in SEM, but so, too, are such interrelated factors as providing mentoring and role models in sufficient numbers, adequately funding school and community support services, and analyzing the intentional and unintentional consequences of a range of policies and practices. To address these issues, the Roundtable on Black Men and Black Women of the National Academies of Sciences, Engineering, and Medicine convened a virtual workshop on September 2 and 3, 2020. Titled “Educational Pathways for Blacks in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions,” the workshop provided a platform to explore challenges and opportunities, beginning in the earliest years of life through K–12 schooling, undergraduate and postgraduate education, and into the workforce. Presenters throughout the workshop provided perspectives from

research and from their own experiences to discuss the need for systemic solutions inside and outside of formal education institutions. Several of the speakers focused primarily on pathways in medical education and medical careers. This is partly a reflection of the fact that many of the Roundtable’s current members are medical doctors. Rich discussions were held during the 2-day workshop, although many topics remain for the Roundtable to explore further.

OPENING REMARKS

Vaughan Turekian, Ph.D., Policy and Global Affairs division of the National Academies, welcomed participants and described the Roundtable as one of the National Academies’ most innovative and productive roundtables. He underscored its role in suggesting the path forward so that key issues are addressed by the National Academies and other experts not only in science, engineering, and medicine but also across society.

Cato Laurencin, M.D., Ph.D., University of Connecticut and chair of the Roundtable, explained the group was launched in spring 2019 after publication of An American Crisis: The Growing Absence of Black Men in Medicine and Science: Proceedings of a Joint Workshop (NASEM, 2018). An American Crisis, based on a 2017 workshop, brought to the fore the alarming scarcity of Black men in medical school and as practicing physicians. In addition to confronting this lack, he explained, the Roundtable widened its scope to address participation of Black women, as well as to look at other fields of SEM. Roundtable members formed action groups around key themes to foster information-sharing and evidence-based approaches and to engage with stakeholders. In the short time of its existence, the Roundtable has held a number of events and workshops, including a workshop on the impact of racism and bias on Black men and women pursuing science, technology, engineering, and mathematics careers (NASEM, 2020) and several sessions related to the disproportionate impact of COVID-19 on the Black community.

The current workshop was organized by the Roundtable’s K–Grad Education Action Group. In summarizing the statement of task (see Box 1-1), Dr. Laurencin underscored the relevance of the workshop topics to the Roundtable’s core mission.

Dr. Laurencin then introduced two of the three workshop co-chairs to provide a brief context. (Co-chair Olujimi Ajijola, M.D., Ph.D., University of California, Los Angeles, was unable to attend the entire workshop.)

Lynne Holden, M.D., Mentoring in Medicine, Inc., thanked the National Academies, the Roundtable, and her action group colleagues, as well as the panelists across the 2 days of presentations. “Our society is at an inflection point, and the workshop speaks to this,” she said. “It is speaking to actions that we have to take to increase the number of Black men and Black women in science, engineering, and medicine.” She also thanked the audience for their “time and passion to make this inflection point one of light and positivity in which we can move the needle forward.” Charles Bridges, M.D., Sc.D., Janssen Pharmaceuticals, concurred with Dr. Holden about the critical timing of the workshop. “These actions are important at this pivotal time in our nation’s history,” he said. “My bias is that a focus on kindergarten through graduate education has the unique potential to successfully impact the ascendancy of Black men and women in science, engineering, and medicine.”

ORGANIZATION OF THIS PROCEEDINGS

The remainder of this publication is organized to follow the agenda of the workshop. Chapter 2 summarizes the presentations by four thought leaders on the background and missing elements related to key milestones and existing pathway programs. Chapter 3 provides perspectives from teachers and young professionals based on their and their peers’ experiences. Chapter 4 reviews gaps and barriers along the pathway, with a focus on

research and evidence related to student achievement. Chapter 5 highlights the impact of finances on the educational pipeline from K–12, higher education, and household perspectives. Chapter 6 offers ideas from six experts on potential interventions inside and outside the classroom. Two members of Congress addressed the committee, and their remarks, along with the concluding comments of the workshop chairs, are included in Chapter 7. The workshop agenda and biographical sketches of the steering committee and presenters can be found in Appendix A and B, respectively.

In accordance with the policies of the National Academies, workshop participants did not attempt to establish any conclusions or recommendations about needs and future directions. In addition, the planning committee’s role was limited to planning the workshop. This proceedings was prepared by the rapporteurs as a factual summary of what occurred at the workshop.

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