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Suggested Citation:"4 Review of Gaps and Barriers along the Pathway." National Academies of Sciences, Engineering, and Medicine. 2022. Educational Pathways for Black Students in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26391.
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4

Review of Gaps and Barriers along the Pathway

Suggested Citation:"4 Review of Gaps and Barriers along the Pathway." National Academies of Sciences, Engineering, and Medicine. 2022. Educational Pathways for Black Students in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26391.
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Lamont Terrell, Ph.D., GlaxoSmithKline, served as moderator of a session that looked at education from K–12 through graduate school. The five presenters were Lindsey Malcom-Piqueux, Ph.D., California Institute of Technology; Lester Young, Jr., Ed.D., New York State Regents; Bernard Harris, Jr., M.D., M.B.A., National Math and Science Initiative; Derek Suite, M.D., M.S., Full Circle Health; and Zenephia Evans, Ph.D., Purdue University.

They were asked to consider the gaps in science education for children of color; the impact of race discordance between Black students and teachers; and obstacles that include structural and institutional barriers, inequitable school funding, and impacts on student well-being.

HIGHER EDUCATION AND STEM DEGREE ATTAINMENT

The goal of Dr. Malcom-Piqueux’s research on higher education is to understand what societal and institutional factors can be leveraged in order to improve racial equity in science, technology, engineering, and medicine (STEM). She said her own experiences as a scientist propelled her to enter the field to improve the experiences for those who come after her. She focused her comments on three levels: structural, institutional, and discipline/departmental. It is important, she said,

to reiterate and to dispel a prevailing myth [that the interest is not there]. The interest is there. It is not that Black students do not have an interest in pursuing natural sciences and engineering and medicine…. One of the things I have often heard, as I have tried to raise the issue and advocate for additional racial equity, [is that] “they” are not interested. The data belie that reasoning and have consistently done so.

The structural issues she addressed related to college choice, equity gaps in bachelor’s degree attainment, parents’ level of education, and

Suggested Citation:"4 Review of Gaps and Barriers along the Pathway." National Academies of Sciences, Engineering, and Medicine. 2022. Educational Pathways for Black Students in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26391.
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pre-college preparation. According to Dr. Malcom-Piqueux, in the highly stratified system that characterizes U.S. higher education, early choices that Black students make follow them through their higher education experience. Recent data of undergraduate enrollment by sector show Black and Latinx students are disproportionately concentrated in for-profit and 2-year institutions, while white and Asian students are more likely to attend 4-year institutions (NCES, 2021). This matters, she explained, because these different types of institutions have different missions and levels of capacity to offer high-quality STEM education. For-profit schools have, on average, lower completion rates for Black students compared with other institutional types and lead to accumulation of the most debt than other types as well. “From the beginning point of the higher education pathway, there’s already inequity that emerges and exists,” she stated. “This stratification cascades and shapes every other outcome subsequent to the point of college entry.”

Data from the National Center for Educational Statistics show long-standing equity gaps in bachelor’s degree attainment by race and by gender, she continued. While the data are a bit older than she prefers, she noted their ability to follow a cohort of students to any institutions they attended; thus, the focus is on students and not institutions (Chen et al., 2019). Bachelor’s degree attainment rate is lower for Black men and women compared with the overall average. In addition, there is a high level of switching out of STEM majors or not completing a bachelor’s degree at all.

A further structural barrier relates to readiness to pursue STEM fields within the higher education landscape, she noted. One of the many indicators is that Black students are less likely to attend high schools that offer calculus, with the largest gap in urban areas. Algebra at grade 8 has been noted as a milestone (see Chapter 2), but taking calculus in high school is also a strong indicator of STEM completion, Dr. Malcom-Piqueux explained.

She then identified several institutional barriers. She said decades of research have shown that Black men and women have inequitable experiences once they get to an institution than students of other races. They face a more hostile campus climate, as previous panelists have described. Beyond individual accounts, she said, large-scale studies have reported racial stereotyping, over-policing or surveillance, coping with the myth of meritocracy, and peers or faculty or administrators who deny existence of incidents of individual racism. These and other microaggressions take

Suggested Citation:"4 Review of Gaps and Barriers along the Pathway." National Academies of Sciences, Engineering, and Medicine. 2022. Educational Pathways for Black Students in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26391.
×

a toll on students’ emotional, physiological, mental, and academic well-being. Black students are also placed in remedial courses, especially math, at a disproportionate rate, which delays their ability to take credit-bearing coursework. Oftentimes, she noted, they have to deal with explicit or implicit bias of faculty and advisors who counsel them out of STEM. They contend with the dominance of a deficit-minded framework in which, if the student does not succeed, it’s because of a deficit in their ability and not attributed to barriers they face within the environment. Other forms of gatekeeping that Black women and men face on their college pathways include an additional layer of admissions requirements to get into undergraduate STEM programs, differential tuition for STEM majors, or additional fees for lab courses. “We also know from research that Black students have inequitable access to high-impact practices, such as research and internships, that positively contribute to the likelihood of remaining within STEM fields,” she said.

Dr. Malcom-Piqueux next turned to barriers that exist within disciplines and departments, which often operate as a culture within a culture. Most STEM disciplines lack racial diversity, so, as a result, students may be “the only” person of color in a class. They lack role models and may feel invisible and hyper-visible at the same time. Many disciplines are characterized by hyper-competitiveness, which has shown to be empirically a factor that leads Black and other underrepresented minority students to leave these fields. Often, she said, especially in large introductory classes, there is a lack of evidence-based inclusionary teaching practices. Emphasis on relevance and authentic learning often does not come until later in a degree program. As she commented, the student would have to “get through the gauntlet of the bad teaching of the intro courses” to get to the “cool stuff.”

She ended by moving away from barriers to opportunities. “I want to point to the fact that research has shown there are things that do work. The challenge is scaling them,” she said. We know if we are able to positively contribute to students’ sense of belonging, they are more likely to stay. If we are able to craft and help them cultivate a community or increase faculty interaction, ensuring they are getting positive validation from faculty and have access to mentors and role models, as well as authentic learning experiences, they are more likely to succeed and stay within these fields. While necessary, however, they are insufficient as long as institutionally racist practices that need to be overcome continue.

Dr. Malcom-Piqueux concluded by calling for systemic change, as presented by Dr. Malcom and other participants.

Suggested Citation:"4 Review of Gaps and Barriers along the Pathway." National Academies of Sciences, Engineering, and Medicine. 2022. Educational Pathways for Black Students in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26391.
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THE ARCHITECTURE OF K–12 EDUCATION

According to Dr. Young, “There is what I would call an architecture to education that serves as a barrier to Black children and youth excelling in school and taking the coursework that would allow them to be successful in math, science, and technology.” He elaborated on how this architecture was constructed and how it needs to change.

To begin, he noted, the U.S. Constitution establishes education as a state responsibility, and the San Antonio Independent School District v. Rodriguez decision of the 1970s allows public education to be paid for by property taxes.1 He coupled this structure with 20th century federal policy and local actors that downgraded residential properties in Black neighborhoods, pointing to a 2018 report from the Brookings Institution that showed the average devaluation of homes in Black neighborhoods was $48,000 (Perry et al., 2018). Lower home values mean lower property taxes and, thus, less school funding. “It is very clear what is going in,” Dr. Young stated. “There is no way that the kinds of investments that can be made result in a quality education. There is a direct connection between investment and outcome. So the first structural barrier is that we need to have the will to take on how public education is funded in America.”

The next part of the “architecture” he highlighted was what he termed “the equitable distribution of talent.” Black children disproportionately attend schools with the least experienced educators, he said. In New York City, he noted, schools with predominantly Black and Brown students have a turnover rate every 5 years, along with having less experienced teachers.

The third piece speaks to supportive services to Black children in these schools. “We know that providing students with access to the range of support services that include all of the developmental pathways is important to supporting academic success,” he said. Echoing a point made earlier, he observed that when he visits schools across New York State, he sees varying quality and rigor in the teaching of middle school algebra. More broadly, he added, “We know that rarely are our young people engaged in on-level work,” in part because of the experience levels of teachers.

Dr. Young noted that most public school curricula and instruction are designed for students to achieve a passing score on a test. That works to their disadvantage, he said. In New York, even when they pass the exams for high school graduation known as the Regents, 70 percent of students

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1 U.S. Supreme Court, San Antonio Independent School District v. Rodriguez, 411 U.S. 1 (1973).

Suggested Citation:"4 Review of Gaps and Barriers along the Pathway." National Academies of Sciences, Engineering, and Medicine. 2022. Educational Pathways for Black Students in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26391.
×

graduating from New York City public high schools have to take remedial courses once they enter college. Like Dr. Malcom-Piqueux, he noted the connection between taking remedial courses and lower college completion. “The question becomes, what are the ways we can provide instruction to engage young people in critical and creative thinking so they can be engaged to investigate scientific concepts and to think critically in history, literacy, and artistic and mathematical pursuits. Our challenge becomes how to create an environment where the curriculum is not based solely on attempting to get young people to achieve a score on a test,” he stated.

Access to appropriate instructional support is particularly stark now with the need for remote learning. “One of the things we found out is not only do many of our homes not have access to the kind of technology that is needed, they don’t have the kind of connectivity in the communities to support the kind of instruction that would warrant a successful remote learning experience at home,” he said. “So, again, it comes back to the notion of how are we providing funding, how are we providing the support—what is our will to ensure that every young person in the community receives a quality education.”

He said instructional programs need to provide opportunities for young people to demonstrate what they know. Reflecting the comments of several other participants, he called attention to research that supports the idea that students of color benefit from having teachers of color. “One very insightful reason is that those teachers bring what I would call ‘insider knowledge’ into the classroom,” he commented. Black students having a Black teacher increases the pass rate and likelihood of attending college; the experience also reduces discipline problems and suspension. “It’s important we think through strategies that would encourage a more diverse workforce,” he said.

But, he added, it is more than just having teachers of color. Jacqueline Irvine (1990) talked many years ago about the “culture of synchronization.” What she said was that teachers need to be in sync with their students. You have to know the young people you are teaching and how they learn. That allows you to establish the kinds of relationships where youngsters can benefit from the instruction being offered. That speaks to what we have to do with our teacher preparation institutions.

Dr. Young said that when he visits colleges and universities, he sees little change in teacher preparation programs over the past 20 years. “We have to think about how we ensure our population of teachers is having the kinds of experiences that prepare them to address the needs of a growing diversity.”

Suggested Citation:"4 Review of Gaps and Barriers along the Pathway." National Academies of Sciences, Engineering, and Medicine. 2022. Educational Pathways for Black Students in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26391.
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This need may mean that the programs offer different courses and other support to prospective teachers, he suggested.

The final piece, he said, is ensuring young people gain both academic and noncognitive skills. These include imparting a heightened sense of self-esteem and ability to conduct realistic self-appraisals, as well as to set and work toward long-term goals. They need opportunities for leadership, community service, and skills in how to handle the system, including how to respond if they think they are treated unfairly. “We used to define education as a way out of the community, to do something else. Community service and leadership suggest something very different,” he said. “It suggests using education as a way in. How can we help our young people come back to the community for the betterment of the community but, more importantly, so they can serve as role models for other young people. Allowing our young people to demonstrate their brilliance in nontraditional ways gets back to the idea of knowing young people and how they learn.”

A NEW MEANING FOR “EEOC”

Dr. Harris, a physician by training, fulfilled his dream of becoming an astronaut and served on two space shuttle missions. “My inspiration was the moon…. I had a chance to see the Earth from space. My extraterrestrial mission led me to my terrestrial mission, which is education,” he said.

He posed a question to frame his presentation: Are our students prepared for the future? This question, he said, is of paramount importance for communities of color. The International Space Station National Laboratory hosts crews from all over the world. It is a place to create new technologies and innovations, not just for astronauts but for advances on Earth. On the one hand, a new, exciting space-based ecosystem is being developed. But, he warned, it can also widen the gaps between the haves and have-nots and between people of color and others in the world. Many of these advances drive—or should drive—the U.S. education system, such as artificial intelligence and robotics, advanced manufacturing, and quantum computing.

These advances will drive the U.S. workforce and its competitiveness in the world. As others have noted, the country has fallen behind. As a response, the National Math and Science Initiative (NMSI) was created about 12 years ago, with a mission to advance STEM education for all students, especially those furthest from opportunity.2 While he is not opposed

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2 For more information, see https://www.nms.org.

Suggested Citation:"4 Review of Gaps and Barriers along the Pathway." National Academies of Sciences, Engineering, and Medicine. 2022. Educational Pathways for Black Students in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26391.
×

to vocational training, Dr. Harris emphasized the need to prepare students of color for college.

He used the acronym EEOC to illustrate how NMSI’s mission is applied to students of color: Exposure, Experience, Opportunity, and Culture.

Related to exposure, “Our communities are not exposed to the things that they should be exposed to” in terms of role models and the kinds of technological advances he described. Related to experience, “What I found early in my educational journey was how inexperienced I was to go to college, to be prepared for medical school and astronaut school. These environments were very new to my family and very new to me.” Opportunity, he explained, “is so important because we are not in those places where we can hear about where the future is headed.” It is important to ensure young people have the opportunity to visit college campuses early, for example, through enrichment experiences. Finally, he said, culture has two aspects. “First, our culture has not been fully integrated into ‘American’ culture,” he commented. “Also, when teaching our young people, there are cultural differences that really make a difference as to whether students get it and are engaged.”

Dr. Harris has been involved with NMSI since it began and has been CEO for the last 2 years. It has programs for college readiness in more than 1,600 high schools. In recognition of the need to increase the number of teachers of color, it has teacher preparation programs in 45 universities, including 11 Historically Black Colleges and Universities (HBCUs). In this program, students majoring in STEM fields take additional coursework to graduate with both a STEM degree and the ability to teach. Another program, called Laying the Foundation, provides STEM education in K–12.

Culturally responsive teaching is important, Dr. Harris stressed. While he and other presenters recognize the importance of Black and Brown teachers for Black and Brown students, most teachers are white. He pointed to the work of Charles Cole and Sharif el-Mekki in raising consciousness about culturally responsive strategies to teach Black students.3

NMSI has developed a STEM Framework for Success that is now incorporated into all of its programs and which they hope others will consider (see Figure 4-1). It identifies actors, including students, schools, and policy makers, and the conditions and practices they should undertake to achieve improved STEM and societal outcomes.

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3 See https://www.charlescoleiii.com and https://www.thecenterblacked.org, respectively.

Suggested Citation:"4 Review of Gaps and Barriers along the Pathway." National Academies of Sciences, Engineering, and Medicine. 2022. Educational Pathways for Black Students in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26391.
×
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FIGURE 4-1 STEM Framework for Success.
SOURCE: Rodney Harris, Workshop Presentation, September 2, 2020. Available at https://www.stemopportunityindex.com.
Suggested Citation:"4 Review of Gaps and Barriers along the Pathway." National Academies of Sciences, Engineering, and Medicine. 2022. Educational Pathways for Black Students in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26391.
×

Through this effort and in consultation with more than 50 groups, they identified 10 key indicators critical in determining where STEM education is being successfully delivered throughout the country. Areas where these indicators are lacking are “STEM deserts” that lack strong STEM opportunities.4 Data have been compiled to look at different levels, from national to district, to see strengths and gaps. Recognizing the many drivers for educational opportunities, including political will, policy, funding, and teacher certification, he added, “Even within the STEM deserts, if you look at the Black community, conditions are worse.”

To conclude, Dr. Harris said, “I believe STEM education is the greatest lever for accessing opportunity in this country. I think it is the answer, or one of the answers, in terms of systemic racism and inequity…. It is my terrestrial mission now to ensure that we get high-quality education into our communities.”

WELLNESS AND WELL-BEING

Dr. Suite spoke on the psychiatric and psychological effects of racism on Black and Brown students and faculty in STEM. He stressed the need to strengthen wellness and well-being for STEM students of color to thrive. “Wellness is more than what we have been traditionally taught about the mind, the body, and the spirit,” he explained. “Certainly all three are excellent starting points and they matter. But to get into this conversation and help young people, we teach them the eight dimensions of wellness.”5 He noted these factors encompass internal and external factors that affect one’s ability to be well, particularly STEM students.

Dr. Suite singled out the impact of environmental factors. Health depends on having a stimulating and supportive environment, which includes strong social relationships and a sense of connection and belonging. Financial and occupational aspects play a role as well in physical health. “From everything the other speakers have discussed, you can already see that these factors can negatively affect wellness,” he said. “The country is underperforming in STEM, and the isolation that kids feel is part of it. STEM is about wellness.”

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4 An interactive map is available at https://www.stemopportunityindex.com.

5 For example, the Substance Abuse and Mental Health Services Administration define eight dimensions of wellness as Emotional, Environmental, Financial, Intellectual, Occupational, Physical, Social, and Spiritual. For more information, see https://mfpcc.samhsa.gov/ENewsArticles/Article12b_2017.aspx.

Suggested Citation:"4 Review of Gaps and Barriers along the Pathway." National Academies of Sciences, Engineering, and Medicine. 2022. Educational Pathways for Black Students in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26391.
×

He explained that despite the nation’s need for qualified STEM professionals, Black women and men do not get to the place where they can fill the gap. STEM jobs, he noted, are fulfilling and lucrative, and they provide economic security, validation, prestige, and other benefits. “There is so much that goes along with a career within the STEM context,” he said. “You can see why white privileged cultures might want to hold on to these careers and to this area of training and education.” According to Dr. Suite, racism and “opportunistic hoarding,” in which resources and benefits are guarded, provide the tools to hoard STEM careers for a privileged culture.

“I don’t think we can enter into any conversation about wellness without looking at external factors,” Dr. Suite continued, referring to the experiences shared during the previous panel (see Chapter 3) and his own trajectory:

I think about my own career in medicine. I remember some of the comments and how I walked into that environment and felt disconnected as one of the few Black individuals…. As you think through how structural, institutional, and interpersonal and individual racism and bias come together with microaggressions, you can see how opportunistic hoarding and discrimination make it difficult for Black men and women to excel or have true access. It is an active process that has to be dismantled.

He also noted the need to “dig deeper” to understand microaggressions, microassaults, and other forms of discrimination. He said that many students who come for counseling say they feel like lab rats, feeling either invisible, invalidated, or watched intensely. Repeated chronic trauma or stress can elevate cortisol levels in the body, he added. He noted both subtle and obvious examples that accentuate fight-flight-freeze responses. “We must understand there is a consequence. The responses we see in Black men and women that look like worry, anxiety, or lack of motivation are probably tied into trauma and repeated stresses on the wheel of wellness. We have to take a step back to see if we understand the load being carried,” he urged.

Ways to strengthen wellness and its intersection with race and STEM include exposing students to teachers and others who are professionally accomplished and have “walked the path,” he suggested. “That begins to set expectations in the minds of young people.” He noted several reasons this is important. First, teachers often set low expectations for Black students to do science based on a deficit model. Second, students gain strength from

Suggested Citation:"4 Review of Gaps and Barriers along the Pathway." National Academies of Sciences, Engineering, and Medicine. 2022. Educational Pathways for Black Students in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26391.
×

the power of their racial identity. “They are aware that racism could be against them, but they learn how to tap into the bigger picture and use their achievements as a form of resistance,” he said. He also noted the importance of teaching children coping, stress management, and resiliency skills:

They [Black students] have to know the difference between problem coping and emotional coping, and that trauma and difficulties have been a part of Black history for a long time and we can and do find ways to be resilient and overcome. That has to be consistently taught, maybe it is a nontraditional way of teaching, but they have to be made conscious.

Dr. Suite also suggested a role for systemic and unconscious racial bias training for teachers and educators, and funding for more Advanced Placement classes and for preparation, recruitment, and retention for students and teachers. He also suggested reframing failure. “In science and technology, it’s about experimentation. It’s about being wrong. It’s about having many different ways to find a solution,” he said. “A lot of our young people feel they have to be perfect, especially Black men and women. But so much of science is about failing and trying again.” He concluded by pointing to the wheel of wellness and the burden faced by many Black STEM students and professionals.

EXPOSURE, OPTICS, AND SUPPORT

Dr. Evans said she wanted to start with a story: “You are an enthusiastic young Black male in your first science class in elementary school. You state you want to be a medical doctor. And the response is—you should find something to do that is more appropriate to your upbringing.” Quoting scholar and writer Lerone Bennett, Jr., she said, “An educator in a system of oppression is either revolutionary or an oppressor.” Students need reinforcements so they have the appropriate fight-flight-freeze response. Many students are in situations with educators who are not aware of what is going on in the community.

Dr. Evans echoed former Surgeon General Joycelyn Elders, noting the greatest impact in the community is education. The challenge, said Dr. Evans, is to make sure the educational system is providing for students to become successful. At her institution, Purdue University, she said the graduation rates of African American students lag behind others. “My hypothesis

Suggested Citation:"4 Review of Gaps and Barriers along the Pathway." National Academies of Sciences, Engineering, and Medicine. 2022. Educational Pathways for Black Students in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26391.
×

is that three things are interconnected and important: exposure, optics, and support,” she said.

Reflecting Dr. Harris’s and other presenters’ observations, many young Black children are not exposed to science as an opportunity. She said she was fortunate that her parents challenged her to seek answers to questions she had as a child, but not all children receive that message and are stifled when they ask the question “why.” Programs such as Upward Bound can provide exposure, but she noted many of them are being eliminated or reduced. “Lack of exposure at a young age knocks you off the scientific wheel, because the opportunity will not exist,” she said.

As for optics, “studies show if a student has at least one African American educator in their upbringing, they are 47 percent more likely to earn a degree. But how many times does that happen?” She noted that when she taught biology, Black students would gravitate to her as the first Black teacher they had had. She noted her own culture shock when she left Talladega College, an HBCU, to attend Purdue as a graduate student. “The psychological responses that go along with being the ‘only one’ in the space are difficult,” she said.

In addition to underscoring the need for support, it is important to understand the best form that support can take, its timing, and its duration. “All of these are vital in rounding out the existence in the scientific community,” she said. One of her first professors at Purdue told her that she was admitted to boost the department’s diversity numbers for funding. “What I didn’t realize at the time is that put me in a position to always wonder if I am good enough,” she recounted. A friend counseled her to instead use and expand upon the opportunity, she added.

Exposure, optics, and support are vital for students to gain entry to scientific and medical fields. Dr. Evans concluded, “Students have to learn how they can earn a seat and find a space at the table, and sometimes they may have to knock someone away from the table in order to earn your space.”

DISCUSSION

When discussing behavioral issues, Dr. Suite suggested caution in affixing labels to children. He noted many young children in foster care who come to his practice are taking multiple medications for ADHD (attention-deficit/hyperactivity disorder) and other conditions. “When we dig deeper, we realize the system they are in does not understand what they have been through. They are having natural reactions to very traumatic

Suggested Citation:"4 Review of Gaps and Barriers along the Pathway." National Academies of Sciences, Engineering, and Medicine. 2022. Educational Pathways for Black Students in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26391.
×

experiences,” he said. He stressed that behavioral and mental health are not separate from external factors such as finances and environment.

Dr. Bridges reached into history to how Egyptians solved the solution to the volume of the truncated pyramid nearly 4,000 years ago, a problem which modern mathematicians have proved could only be derived using calculus. He asked the participants about the importance of a broader perspective of the history of science and mathematics, not just the Euro-centered, late Renaissance perspective usually taught in school systems. Dr. Malcom-Piqueux said she agreed with this approach for two reasons, based on her research in science classrooms. First, it provides representation and ground truth to young people who get the message that “we were always engaged in this field and I can continue it.” Second, she said, it deconstructs the dominant norm that white is superior, which is embedded in U.S. and European higher education institutions. It “turns on its head who is a valid knower and doer of science,” she added. Although she has not conducted large-scale studies to investigate the impact, she has done multiple institutional case studies that illustrate the importance of showing a strengthened science identity is not incongruent with racial identity.

An attendee asked the presenters for ideas to amend current recruiting and hiring practices in a health sciences company to increase diversity and attract more Black candidates. Dr. Suite said each organization has its own culture, and suggested the company look at its current practices, such as a strong Diversity, Equity, and Inclusion committee and officer responsible for raising sensitivity and holding people accountable. He said the goal should be not just to increase numbers but to ensure a positive experience to work there. Dr. Harris noted that he sees many companies go to the “usual spots” to recruit. “In doing that, you may be looking in the wrong places,” he suggested. “You need to go where the diverse candidates are.” Dr. Terrell added that it is important to build relationships with potential candidates and institutions before hiring for specific jobs.

To provide further clarification on what can be learned through NMSI’s STEM Opportunity Index, Dr. Harris explained that it can examine information at greater levels of detail, including down to individual school systems. Data can be parsed to look at various levels. Related to what one participant referred to as transmitting the “experience of awe,” Dr. Harris responded that introducing students to the wonders of science is at the heart of access. “I walk in wearing my flight suit, and many students say they didn’t know there were minorities in the space program. That

Suggested Citation:"4 Review of Gaps and Barriers along the Pathway." National Academies of Sciences, Engineering, and Medicine. 2022. Educational Pathways for Black Students in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26391.
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speaks to exposure. It is about inspiring young people, and it is also about aspiration,” he said.

Another participant asked about different treatment and responses to the impacts of white supremacy psychology on different populations of color. While Dr. Malcom-Piqueux said she did not fully accept the premise of the question, she agreed the issue is complex. To help inform further deliberations, she referred to research on the experiences of Black immigrants versus African Americans that show how racial formation occurs across generations. Socioeconomic differences may also play a role, she added. Dr. Suite noted that different cultures have had different experiences, and the question requires careful exploration to avoid stereotyping. Dr. Bridges noted that this issue has been raised in the past. “We should not expect all people who are Black to have the same challenges in America,” he said. “Many cultural differences affect performance. However, that does not negate structural racism that has disproportionately affected certain populations.” He also turned the question around by looking at examples of success. “There are often ways to succeed in spite of racism, but that does not deny its negative impact,” he said. “Both things can be true. Barriers can suppress the vast majority, while there remain exceptional pathways to success.”

REFERENCES

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Irvine, J. J. 1990. Transforming Teaching for the Twenty-first Century. Educational Horizons Vol. 69, No. 1, Education in the 21st Century (Fall 1990), pp. 16-21.

NCES (National Center for Education Statistics). 2021. 2020 Digest of Education Statistics Tables. Washington, DC: National Center for Education Statistics, U.S. Department of Education. https://nces.ed.gov/programs/digest/2020menu_tables.asp.

Perry, A., J. Rothwell, and D. Harshbarger. 2018. The Devaluation of Assets in Black Neighborhoods. Brookings Metropolitan Policy Program/Gallup. https://www.brookings.edu/wp-content/uploads/2018/11/2018.11_Brookings-Metro_Devaluation-Assets-BlackNeighborhoods_final.pdf.

Suggested Citation:"4 Review of Gaps and Barriers along the Pathway." National Academies of Sciences, Engineering, and Medicine. 2022. Educational Pathways for Black Students in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26391.
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Suggested Citation:"4 Review of Gaps and Barriers along the Pathway." National Academies of Sciences, Engineering, and Medicine. 2022. Educational Pathways for Black Students in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26391.
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Suggested Citation:"4 Review of Gaps and Barriers along the Pathway." National Academies of Sciences, Engineering, and Medicine. 2022. Educational Pathways for Black Students in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26391.
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Suggested Citation:"4 Review of Gaps and Barriers along the Pathway." National Academies of Sciences, Engineering, and Medicine. 2022. Educational Pathways for Black Students in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26391.
×
Page 33
Suggested Citation:"4 Review of Gaps and Barriers along the Pathway." National Academies of Sciences, Engineering, and Medicine. 2022. Educational Pathways for Black Students in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26391.
×
Page 34
Suggested Citation:"4 Review of Gaps and Barriers along the Pathway." National Academies of Sciences, Engineering, and Medicine. 2022. Educational Pathways for Black Students in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26391.
×
Page 35
Suggested Citation:"4 Review of Gaps and Barriers along the Pathway." National Academies of Sciences, Engineering, and Medicine. 2022. Educational Pathways for Black Students in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26391.
×
Page 36
Suggested Citation:"4 Review of Gaps and Barriers along the Pathway." National Academies of Sciences, Engineering, and Medicine. 2022. Educational Pathways for Black Students in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26391.
×
Page 37
Suggested Citation:"4 Review of Gaps and Barriers along the Pathway." National Academies of Sciences, Engineering, and Medicine. 2022. Educational Pathways for Black Students in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26391.
×
Page 38
Suggested Citation:"4 Review of Gaps and Barriers along the Pathway." National Academies of Sciences, Engineering, and Medicine. 2022. Educational Pathways for Black Students in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26391.
×
Page 39
Suggested Citation:"4 Review of Gaps and Barriers along the Pathway." National Academies of Sciences, Engineering, and Medicine. 2022. Educational Pathways for Black Students in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26391.
×
Page 40
Suggested Citation:"4 Review of Gaps and Barriers along the Pathway." National Academies of Sciences, Engineering, and Medicine. 2022. Educational Pathways for Black Students in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26391.
×
Page 41
Suggested Citation:"4 Review of Gaps and Barriers along the Pathway." National Academies of Sciences, Engineering, and Medicine. 2022. Educational Pathways for Black Students in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26391.
×
Page 42
Suggested Citation:"4 Review of Gaps and Barriers along the Pathway." National Academies of Sciences, Engineering, and Medicine. 2022. Educational Pathways for Black Students in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26391.
×
Page 43
Suggested Citation:"4 Review of Gaps and Barriers along the Pathway." National Academies of Sciences, Engineering, and Medicine. 2022. Educational Pathways for Black Students in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26391.
×
Page 44
Suggested Citation:"4 Review of Gaps and Barriers along the Pathway." National Academies of Sciences, Engineering, and Medicine. 2022. Educational Pathways for Black Students in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26391.
×
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Suggested Citation:"4 Review of Gaps and Barriers along the Pathway." National Academies of Sciences, Engineering, and Medicine. 2022. Educational Pathways for Black Students in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26391.
×
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Academic preparation is critical to increase Black representation in Science, Engineering, and Medicine, 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. This publication summarizes the presentation and discussion of the workshop.

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