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Educational Pathways for Black Students in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions: Proceedings of a Workshop (2022)

Chapter: 6 Potential Interventions Inside and Outside the Educational Pipeline and Classroom

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Suggested Citation:"6 Potential Interventions Inside and Outside the Educational Pipeline and Classroom." 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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6

Potential Interventions Inside and Outside the Educational Pipeline and Classroom

Suggested Citation:"6 Potential Interventions Inside and Outside the Educational Pipeline and Classroom." 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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John Lumpkin, M.D., M.P.H., Blue Cross and Blue Shield of North Carolina Foundation, moderated two panels in which presenters considered the social and cultural factors that affect learning in the classroom and potential avenues for interventions. They also shared strategies to institute and replicate successful programs in science, engineering, and medical education.

The first panel consisted of Norma Poll-Hunter, Ph.D., Association of American Medical Colleges (AAMC); Javaid Siddiqi, Ph.D., The Hunt Institute; and Jo Wiederhorn, M.S.W., Associated Medical Schools of New York. The second panel consisted of Nancy Oriol, M.D., Harvard Medical School; Renetta Garrison Tull, Ph.D., University of California, Davis; and Anderson Nnewihe, Ph.D., Janssen Pharmaceuticals.

PATHWAY PROGRAMS

Dr. Poll-Hunter said she would transition from the discussions on key challenges and barriers to lessons learned about what works to disrupt systemic barriers. As context, she referred to a 1970 AAMC Task Force report that set population parity as a goal for diversity, with the goal later expanded to recognize the multiple benefits of diversity. Despite the efforts over the past 50 years, she said, the limited results have shown that much more work needs to be done to overcome systemic barriers. Federal government interventions were critical in the early 1960s and 1970s (see Dr. Sullivan’s presentation in Chapter 2 for more information). Private and philanthropic programs have provided support to fill in the gaps. But, she said, career and academic enrichment must go hand in hand with structural changes in policy and practices at the federal, state, and institutional levels. In this latter category, Dr. Poll-Hunter stressed the importance of affirmative action and changes in accreditation requirements to embrace diversity.

She described the Summer Health Professions Education Program (SHPEP), for which she serves as deputy director.1 Supported under several iterations by the Robert Wood Johnson Foundation since 1989, it now has 12 program sites that offer enrichment and experiential learning, at

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1 For more information, see www.shpep.org.

Suggested Citation:"6 Potential Interventions Inside and Outside the Educational Pipeline and Classroom." 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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no cost, to about 1,000 college freshmen and sophomores per year, mostly African Americans. It began with a focus on medical school, but it has since expanded to preparation for entering other health professions.

The breadth and longevity of the program provide a bird’s-eye view of what works in pathway programs, she said. For example, its value comes not only from academic enrichment but also from career development to prepare for medical school, building social capital through mentors and peers, clinical exposure, and research. She noted that SHPEP rests on a culturally responsive approach. Components include financial literacy and planning, study and learning skills, dynamic roles in health policy and advocacy, understanding health and health-care disparities, wellness, and leadership. The wellness component was added about 3 years ago to help students prepare for the overall stress of medical school, as well as the unique experiences they may face related to stereotype threats, racism, homophobia, microaggressions, and other stressors. In addition to the skills imparted during the 6-week program, “what is important is for young people to know that they can belong, that they can be part of this community,” she said.

Regarding outcomes, evaluations of this program and its predecessors (Cantor et al., 1998; Dill and Poll-Hunter, 2010) have shown the following:

  • 29,046 students participated.
  • SHPEP made a significant contribution to the diversity of national medical school applicants.
  • Since 1989, more than 8,000 students who participated in the program earned an M.D. or D.O. degree.
  • Since 2006, when the dentistry program was introduced, more than 800 earned D.D.S./D.M.D. degrees.
  • Alumni have pursued business school, other health professions, law school, psychology, education, public policy, and the biomedical sciences.

The Robert Wood Johnson Foundation also invested in a matched-control study (Cosentino et al., 2015). It confirmed the program successfully recruits students from economically disadvantaged communities and racial and ethnic minorities. Program participants are about 8 percentage points more likely to apply to medical or dental school and about 10 percentage points more likely to matriculate than nonparticipants. The “bundle” of activities makes the difference (rather than any individual component), and leadership and faculty tenure also contribute to student out-

Suggested Citation:"6 Potential Interventions Inside and Outside the Educational Pipeline and Classroom." 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.
×

comes. The program also helps increase participants’ career decision-making self-efficacy, according to the study.

Overall, she asked, what can we replicate that has worked? She summed up these lessons learned:

  • Pre-med programs that increase diversity are one part of the solution.
  • Emphasis on basic sciences, study, and learning skills is critical.
  • The bundle of activities makes the difference.
  • Faculty engagement is critical, as is faculty continuity with the program over time.
  • Partnerships are crucial to sustainability.
  • Talent can be grown locally.

According to Dr. Poll-Hunter, the last point about growing talent locally is critical. “We have to grow talent locally. Many of our institutions were going national in their pool. They weren’t looking in their own backyard for young people. They need to use zip code data to reach out to young people who are underserved. They may not be the stars of their class, but they may have the potential,” she stressed. SHPEP focuses on growing that potential, she said.

K–12 TEACHERS AND LEADERS

Dr. Siddiqi briefly explained the nonpartisan, nonprofit Hunt Institute.2 He then focused his presentation on teachers and school leadership, particularly why teachers of color matter for students of color and how to improve recruitment and retention of teachers and school leaders.

The achievement gaps are real, he noted, as the current crises have laid bare. In 2019, 79 percent of Black students graduated from high school compared with 89 percent of white counterparts. He also noted disproportionate differences in school suspension and arrest rates. Once in college, 40 percent of Black students initially majoring in science, technology, engineering, and medicine (STEM) switched out of these degrees. Another 26 percent of Black STEM students drop out of college before any degree. Despite systemic barriers, Dr. Siddiqi expressed optimism that conversations such as those occurring at the workshop will help overcome challenges.

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2 See https://hunt-institute.org.

Suggested Citation:"6 Potential Interventions Inside and Outside the Educational Pipeline and Classroom." 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.
×

Dr. Siddiqi identified one of the most crucial interventions: the need to recruit, prepare, support, and retain teachers of color. He posed a question to participants to ponder: How old were you when you had your first teacher of color? And taking it a step further, how old were you when you had your first math or science teacher of color?

Many students will not have a teacher of color until late high school or college, if at all. Twenty-one percent of public school teachers identify as teachers of color; of them, only 7 percent identified as Black. In comparison, 52 percent of students identify as students of color. Current projections suggest greater diversity going forward, so it is more crucial than ever that we address this underrepresentation in the teacher workforce.

According to Dr. Siddiqi, research shows a diverse educated workforce benefits all students, especially students of color. Reading and math scores in the early grades improve when students are taught by an educator who reflects the student’s racial identity. Students of color who have a teacher of color have increased attendance rates and fewer instances of exclusionary discipline. Moreover, he said, experts have suggested that being in a classroom with a teacher of color leads white students to challenge previously held racial stereotypes. In high school, students of color are more likely to enroll in higher-level math courses after geometry if they have had at least one math educator who was Black. Students of color are more likely to be placed in gifted classes when they have a teacher or principal who reflects their racial identity.

To increase the number of Black, Latinx, and Indigenous students in the sciences, improving the diversity of the teacher workforce is the right place to start, he stressed. Having at least one Black educator in third, fourth, or fifth grade leads to a decrease in dropout rates among Black males and increased likelihood that they will aspire to attend a 4-year college. “Educators of color can be the bridge to connect our high expectations for young people with the realities they are facing inside and outside the classroom,” he said.

Black teachers have been leaving the profession, however, Dr. Siddiqi said, and it is not a new phenomenon. After Brown v. Board of Education (347 U.S. 483), more than 38,000 Black educators across the South lost their jobs, as did 90 percent of Black principals.

The lack of Black educators is part of the reason the opportunity gap is so large between students of color and their white peers. When students see themselves reflected in their teachers, they are more likely to report that they feel cared for, their schoolwork is interesting, and their teachers hold them

Suggested Citation:"6 Potential Interventions Inside and Outside the Educational Pipeline and Classroom." 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 higher expectations. To inspire a new generation of Black STEM professionals, he stated, it is imperative to support a diverse educator workforce. The question remains how to recruit teachers of color into the profession and prepare them to be change agents in the classroom.

The Hunt Institute has been intentional about examining the root causes of disproportionality in North Carolina’s educator workforce along the entire pipeline. Preparation of aspiring teachers of color is one of the starting points. In higher education institutions, especially predominantly white institutions, the first step is to look inward, he said, because teacher preparation does not exist in a race-neutral context. Teacher-candidates of color often say they feel overburdened helping their white counterparts confront identities, stereotypes, and biases, as do faculty of color in programs that fail to address race. Universities must reflect on how they can contribute to discontinuing structural racism. Developing an equitable culture begins by recognizing and affirming the perspectives of students and faculty of color, including them in decision-making and in pedagogical approaches. Historically minority-serving institutions (HMSIs) have been doing this work for decades and can serve as exemplars, he suggested.

The responsibility does not solely lie with teacher preparation programs. Barriers must be addressed by policy makers, lawmakers, and community stakeholders, such as through scholarship programs, support for teacher certification, and, most importantly, reform of the educator licensure process. Many aspiring educators of color have been excluded from the profession by certification exams. They were originally developed to disqualify educators of color, he said, and they continue to act as gatekeepers. Black candidates consistently lag behind their white counterparts in pass rates. Certification exams are exclusionary for several factors, including the systemic underfunding of schools that serve students of color, cultural biases embedded in the assessments, and the costs of the tests themselves. Moreover, licensure exams are a poor predictor of educator quality, he added, yet states continue to see them as a tool. HMSIs have tried to counter this barrier with additional test preparation, but the time would be more effectively spent preparing students with practices to become good classroom teachers, he observed.

In addition to recruitment and preparation, Dr. Siddiqi said,

The most important thing we can do right now is think about how we can support and retain the teachers of color who are currently serving in districts across the country. Being an educator of color

Suggested Citation:"6 Potential Interventions Inside and Outside the Educational Pipeline and Classroom." 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.
×

comes with challenges that their white peers do not have to face. Too often, teachers of color are expected to step in to be a disciplinarian, even with students who are not assigned to them. There is a perception that they are the only ones who can get through to “these kids.” Bilingual educators are asked to translate for administrators or for other teachers. Teachers of color are viewed as the experts on all issues related to cultural diversity, referred to by former U.S. Secretary of Education John King, Jr., as “the invisible tax” that leads them to burn out and leave the profession.

He expressed optimism that relevant conversations are happening more frequently in education, but tailored supports are needed to meet the needs of educators of color. One of the most effective ways is through developing mentoring programs and offering advancement opportunities for teachers of color. He noted research shows that mentoring programs have a positive effect on educator development and, more importantly, on retention, yet few programs actively pair novice educators of color with mentors. He cited as one example an organization called Profound Gentlemen, formed by male educators of color in Charlotte, North Carolina.3 The organization is looking to scale up and to expand to female teachers.

School and district leaders of color are also needed to support a culture in which teachers of color can excel. Educators of color in rural areas are especially likely to consider the presence or absence of administrative support in deciding whether to switch schools. Black educators report they are more likely to feel supported when there are Black principals than white principals, and they also perceive more autonomy in their classroom with a greater feeling of recognition for their work. In many places, developing the next generation of school leaders of color begins with opportunities in which teachers become responsible for coaching other teachers within their building.

It is also important to ensure teachers of color are included in assigning teachers for advanced courses. “We have to make sure that teachers of color are supported and retained, and also deployed in AP [Advanced Placement], IB [International Baccalaureate], and other advanced courses to ensure that students of color are being afforded opportunities to sit in those seats,” he said.

Students and teachers of color are in a system designed to disadvantage them, Dr. Siddiqi asserted. Teachers of color are a critical element for Black

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3 See www.profoundgentlemen.org.

Suggested Citation:"6 Potential Interventions Inside and Outside the Educational Pipeline and Classroom." 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.
×

and Brown students pursuing STEM fields, and they need to be set up for future success to become the leaders to change the system.

POSTBACCALAUREATE PROGRAM TO PREPARE FOR MEDICAL SCHOOL

The Associated Medical Schools of New York (AMSNY) is a consortium of 17 public and private medical schools that train about 11,000 premedical and medical students per year, explained its director, Jo Wiederhorn. Accepting the “3000 by 2000” challenge of the American Association of Medical Colleges in the 1980s, AMSNY looked at how to advance diversity, equality, and inclusion goals in New York. They successfully advocated for a program called STEP (Science and Technology Entry Program), beginning in middle school, with mentoring and support. An extension of the program, C-STEP, works with college students. However, she said, the association realized these efforts were not significantly increasing the numbers of students of color entering medical school. An advisory group came together to develop a postbaccalaureate program with the goal to increase the pipeline of underrepresented students going into medical school.4 A grant initially from the Health Resources and Services Administration of the U.S. Department of Health and Human Services funded the first program. It rests on the principle of increasing the pipeline of underrepresented students attending medical school.

The program involves students who have applied to a New York medical school. If the admissions decision from the school is that the student is a strong candidate but needs some academic enrichment, the student can attend AMSNY’s 1-year postbaccalaureate program. The referring medical school agrees to enroll the students in the following year’s entering class if they successfully complete the program. Students receive a stipend and are not allowed to work so that they can concentrate on studies. Initially, 25 to 30 students a year were involved at a program at the University at Buffalo, and the success rate was extremely high.

In 2008, funding doubled with state resources to cover more students in the postbaccalaureate program, as well as several other programs for college students and a master’s program. It also has extended to dentistry and other health professions. Since the program started in 1991, more than

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4 For more information, see https://amsny.org/initiatives/diversity-in-medicine/diversity-programs/post-baccalaureate-programs.

Suggested Citation:"6 Potential Interventions Inside and Outside the Educational Pipeline and Classroom." 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.
×

600 people who otherwise would not have gotten into medical school have become practicing physicians. More than 50 percent stayed in New York. Four years ago, the program added a scholarship program with the state’s four public medical schools. For every year of support, students work in an underserved part of the state. The intent was to support 40 students, but there has only been funding for 10 per year.

These programs are successful, Ms. Wiederhorn stated. Ninety-four percent of participants have completed the postbaccalaureate programs, and 85 percent have completed medical school. The programs build on many practices discussed throughout the workshop, she observed. They provide community as a cohort goes through the program together. Mentoring is emphasized. Students are able to do research, and they take both academic courses and courses in how to succeed in medical school. This year, at the request of students, they offered monthly webinars for all postbaccalaureate students, present and past.

However, she said, despite its positive reception by students and medical school deans, sustainability is a problem. The program received a 22.5 percent cut in 2018. The decision was made to reduce the number of students rather than reduce the already small amount of each stipend ($18,000 per year), because it is important that students concentrate on the program and not have to work. Budget cuts because of COVID-19 will make things more precarious, she predicted.

Ms. Wiederhorn concluded with what she termed important takeaways. First, she said, these programs work if time, effort, and money are put into them. In 2002, 11 percent of New York medical students were underrepresented minorities. In 2019–2020, 17 percent were underrepresented minorities. In the 2020 entering class of 2,600 students statewide, 19.3 percent were underrepresented minorities. Sustainability is the issue going forward, she concluded.

EXPERIENTIAL LEARNING

Ms. Oriol introduced the program she co-developed at Harvard Medical School for high school students studying biology. She began by explaining she was a first-generation college student; her father was a Haitian immigrant and her mother was from rural Virginia. She had learning difficulties as a young student, she said. As a classroom teacher, she learned the theories of John Dewey and realized the experiential educa-

Suggested Citation:"6 Potential Interventions Inside and Outside the Educational Pipeline and Classroom." 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.
×

tion he advocated would have made a huge difference to her.5 At the time, science and medical education was lecture based. By 1993, when she was an anesthesiologist and junior faculty member, the field introduced the concept of realistic human simulation as an educational tool.

She said that while the specific intervention she would describe involves use of a mannequin simulator to teach biology and anatomy, her larger point is “a focus on integrating authentic experiential learning throughout every level of schooling.” In 2005, she and James Gordon, M.D., created a program now called Harvard Medical School (HMS) MEDscience that teaches high school biology through clinical science and simulations. It is based on a framework developed by Boston Beyond called the Achieve-Connect-Thrive Skills Framework. The framework’s growth mindset “involves believing that talent and intelligence can be developed and improved through continued learning, practice, and effort.” Students are intentionally placed in a safe, but uncomfortable, situation in which they are encouraged to call out answers and work together to diagnose and treat the mannequin-patient.

Students learn human anatomy and physiology in their classrooms, then come to the medical school once a week to “bring the science to life” through simulations and debriefs. They also learn clinical skills.

MEDscience now involves 1,500 Boston-area students in 40 public and 8 private schools. In addition to the subject matter, she said, the goal is to improve self efficacy, problem solving, and team building and to engage, inspire, and motivate young people. Pre- and post-content and assessment tests showed that 92 percent reported increased ability to work in groups; 85 percent reported increased confidence in sharing ideas, even if they might be wrong; 95 percent feel the MEDscience style of teaching helps them retain and understand biology; 85 percent report better understanding of the causes and treatment of heart disease, asthma, and diabetes; and 80 percent believe they could lead in an emergency.

Students also write reflection papers about themselves and their own learning. She noted the essays often reflect their confidence in their abilities. Parents and teachers report seeing transformations in their students, and the program has grown at the request of teachers and school and city leaders.

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5 For more information, see, for example, Miettinen, R. 2000. The concept of experiential learning and John Dewey’s theory of reflective thought and action. International Journal of Lifelong Education 19(1):54–72. https://www.tandfonline.com/doi/pdf/10.1080/026013700293458.

Suggested Citation:"6 Potential Interventions Inside and Outside the Educational Pipeline and Classroom." 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 program pivoted with COVID-19. Just as doctors are doing telehealth, students are taking medical histories online, developing hypotheses, and applying the scientific method in action. Although missing the hands-on personal component, the program’s growth had been constrained by having only two simulation rooms. Through remote learning, the program doubled in size in summer 2020.

The teaching method is the secret sauce, she said. She stressed that the students are not self-selecting and often come from Boston’s worst-performing schools. Students often resist starting the program, but are in tears when it is over, she added. The online program will expand, and she said the plan is also to offer a similar program for college students in genetics and immunology.

THE POWER OF CULTURAL MENTORING

Dr. Tull stressed the need for mentors who provide not only scientific content but also cultural context to students. She summarized some findings from The Science of Effective Mentoring in STEMM, a recent National Academies of Sciences, Engineering, and Medicine report on effective mentoring, of which she was a member of the consensus study committee (NASEM, 2019). Drawing from the report, she related: “Programmatic mentoring is an intervention. When there is programmatic mentoring within institutional structures, students have an even greater opportunity to thrive.”6 Several mentorship structures and models are available, as documented in the report. A recommendation from the report, Dr. Tull said, is supporting multiple mentoring structures. “One of the keys is that institutional leadership need to support policies, procedures, and infrastructure so mentees can engage in relationships with multiple individuals within and outside their home departments, programs, and institutions.” Professional societies and learning networks sponsor conferences and other ways for students to engage with peers and working professionals.

Dr. Tull provided a few examples. They include the National Society of Black Engineers, which hosts an annual national conference as well as local and regional chapters. The Society for Advancement of Chicanos/ Hispanics and Native Americans in Science (SACNAS) is another example dedicated to achieving STEM diversity. She noted she has taken Black stu-

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6 Programmatic mentoring refers to mentoring provided through formal programs or community systems and often involve more than dyadic mentor-mentee pairs.

Suggested Citation:"6 Potential Interventions Inside and Outside the Educational Pipeline and Classroom." 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.
×

dents to SACNAS conferences, and they have formed strong connections. The Annual Biomedical Research Conference for Minority Students incorporates mentoring within its conference. Students present their work, and they connect with other students, faculty, administrators, and professionals.7 As noted with other programs, the virtual conferences this year have expanded the number of students who can attend, and most have facilitated networking online.

Other programs are at individual institutions. Among them, she called out the Research Training Initiative for Student Enhancement, sponsored by the National Institutes of Health, and the Historically Black Colleges and Universities – Undergraduate Program, sponsored by the National Science Foundation (NSF). Programs for graduate students include NSF’s Alliances for Graduate Education and the Professoriate and Lewis Stokes Alliances for Minority Participation.8

It is important for mentors to support research but also to show they care for their mentees’ well-being, she stressed. Mentors have been working overtime during COVID-19 to connect with their mentees. She related the powerful example of a colleague who wrote a letter to his students after the murder of George Floyd in which he talked about his own experience, his pride as a Black man, and his belief in and hope for his students. She made a plea to get students involved in these and other programs. “Sometimes students think they have to figure everything out by themselves,” she observed. “But the programs are there for students to take advantage of and to develop a strong science community.”

OPENING THE DOOR TO SUCCESS

Dr. Nnewihe grew up in Cleveland, Ohio, with his Nigerian-born parents, who strongly emphasized education. “A common theme for me was at every step, I had someone who would speak on my behalf and be my advocate,” he said. “No matter how talented you are, that is instrumental.”

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7 For more information, see NSBE, https://www.nsbe.org/home.aspx; SACNAS, https://www.sacnas.org; and ABRCMS, https://www.abrcms.org.

8 For more information, see the Research Training Initiative for Student Enhancement Program, https://www.nigms.nih.gov/training/RISE, and at the National Science Foundation, HBCU-UP, https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5481; AGEP, https://www.nsfagep.org; and LSAMP, https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=13646.

Suggested Citation:"6 Potential Interventions Inside and Outside the Educational Pipeline and Classroom." 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 identified his junior year in high school as a critical point. A guidance counselor who saw his potential pointed him to the Minority Introduction to Engineering and Science summer program at the Massachusetts Institute of Technology (MIT). A year later he enrolled in MIT as an electrical engineering major. Calling it the hardest thing he has ever done, he noted benefits included learning to work in a team environment and ask questions. A new professor was particularly important in giving him experience in electronic circuitry.

He then moved to Stanford University for a master’s in biomechanics. He was going to transition into the Ph.D. program, but a professor discouraged him. At the time, a cousin was diagnosed with breast cancer. He decided instead to use his engineering background and enter the field of radiology at Stanford. He developed an improved imaging device that is now licensed by GE, Phillips, and Siemens.

Dr. Nnewihe joined Samsung as medical imaging lead for the East Coast. He said he experienced a culture shock in the company’s heavily Korean culture. “It taught me how to be nimble and navigate through a different culture and management style,” he said. He now works at Johnson & Johnson, where again he experienced the importance of an open door. He met the company’s innovation leader because Samsung and Johnson & Johnson shared an office building. A position became available that was more senior than his level at the time, and this personal connection helped him show his abilities. He has worked in a variety of therapeutic areas at Johnson & Johnson. He said he values the company’s focus on patient care as well as employees’ family and personal causes.

In his own philanthropy, he created a fitness app to empower people to stay healthy and is creating a charity in Nigeria with his siblings in honor of their late mother. “In all these situations, there has always been someone who opened the door and gave me the opportunity to succeed,” he concluded. “This is the time when we can reach out and give another person a chance to succeed and open the door for them.”

DISCUSSION

Dr. Lumpkin noted the presentations about medical school pathway programs, K–12 teacher diversity, and state-level postbaccalaureate programs focus on different aspects of the pipeline to ensure that students get into and complete medical school.

Several questions from attendees related to resources and sustainability. In K–12 schools, Dr. Siddiqi noted that in the 12 to 18 months

Suggested Citation:"6 Potential Interventions Inside and Outside the Educational Pipeline and Classroom." 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.
×

before COVID-19, there was movement nationally to address the salaries of teachers. State budget shortfalls will have a huge impact in stemming that progress, he said, and many districts are already laying off staff. He predicted several years of budget freezes or barely keeping up. Incentives for teachers to enter STEM fields and mentoring will also help. Dr. Poll-Hunter was asked how SHPEP could scale up. She said going to other potential funders is under discussion. In addition, offering the program online in 2020 provided a natural experiment to see how technology can help scale up in the future.

Another participant raised the issue of school discipline, including suspensions and the role of school resources officers (SROs). Dr. Siddiqi said, as a former principal, he saw both good and bad instances of SROs. More broadly, he suggested looking at the purpose of police in schools and doing a better job of collecting and especially sharing data. As an integral part of discipline, schools need to do a better job with social and emotional learning, although he acknowledged this has become a politically charged issue related to “character education.” In the best schools, he said, teachers seamlessly weave this type of learning into the curriculum. For example, when interacting with a text, a teacher might ask students how they think a character felt or will deal with adversity. Restorative practices can also prepare teachers with de-escalation strategies.

When asked what kinds of data are needed to support advancement and retention, Ms. Wiederhorn said she would like to know how well students who are pulled off of medical school waitlists do compared with those who go through the AMSNY postbaccalaureate program. Dr. Poll-Hunter said AAMC and the National Student Clearinghouse have a wealth of data, but programs sometimes do not have the capacity to do evaluations, since most of their funds are directed toward implementation. Dr. Siddiqi expressed the need for data on the entire continuum related to students’ lives, including access to food and housing, early childhood education, school performance, completion of financial aid applications, and college acceptance and completion.

Dr. Poll-Hunter said engagement of Black men and women in medicine often relies on a preset idea of where to recruit talent. She urged making programs more accessible, such as tapping into community colleges. Ms. Wiederhorn said AMSNY’s STEP programs focus on high schools and middle schools where most students are eligible for free and reduced lunch. Outreach is important to expand the pipeline, she stressed. Dr. Lumpkin noted sustainability and scale require leaders who care—or, at least, a polit-

Suggested Citation:"6 Potential Interventions Inside and Outside the Educational Pipeline and Classroom." 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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ical force that makes them care. It is important to look at and understand the evidence to use as a driver for political will, he said.

A participant suggested that the HMS MEDscience Program consider Gowin’s Knowledge Vee along with the growth mindset model in student construction and illumination of knowledge (Gowin, 1970, 1981). Dr. Oriol responded that coming from a place of learning differently, she sought a way to teach differently. The description of the pedagogy was published, and it identified traits to support naturalistic learning (Oriol et al., 2011).

REFERENCES

AAMC (Association of American Medical Colleges). 1970. Report of the Association of American Medical Colleges Task Force to the Inter-Association Committee on Expanding Educational Opportunities in Medicine for Blacks and Other Minority Students, April 22. Washington, DC: AAMC.

Cantor, J.C., L. Bergeisen, and L. C. Baker. 1998. Effect of an intensive educational program for minority college students and recent graduates on the probability of acceptance to medical school. JAMA 280(9):772–776.

Cosentino, C., C. Speroni, M. Sullivan, and R. Torres. 2015. Impact Evaluation of the RWJF Summer Medical and Dental Education Program. Washington, DC: Mathematica Policy Research. https://www.mathematica.org/our-publications-and-findings/publications/impact-evaluation-of-the-rwjf-summer-medical-and-dental-education-program-smdep.

Dill, M., and N. I. Poll-Hunter. 2010. Increasing workforce diversity. Academic Medicine 85(1):179.

Gowin, D.B. 1970. The structure of knowledge. Educational Theory 20(4):319–328.

Gowin, D.B. 1981. Educating. Ithaca, NY: Cornell University Press.

NASEM (National Academies of Sciences, Engineering, and Medicine). 2019. The Science of Effective Mentoring in STEMM. Washington, DC: The National Academies Press. https://www.nationalacademies.org/our-work/the-science-of-effective-mentoring-instemm.

Oriol, N. E., E. M. Hayden, J. Joyal-Mowschenson, S. Muret-Wagstaff, R. Faux, and J. A. Gordon. 2011. Immersive healthcare simulation for physiology education: Initial experience in high school, college, and graduate curricula. Advances in Physiology Education 35(3):252–259. https://doi.org/10.1152/advan.00043.2011.

Suggested Citation:"6 Potential Interventions Inside and Outside the Educational Pipeline and Classroom." 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:"6 Potential Interventions Inside and Outside the Educational Pipeline and Classroom." 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:"6 Potential Interventions Inside and Outside the Educational Pipeline and Classroom." 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:"6 Potential Interventions Inside and Outside the Educational Pipeline and Classroom." 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:"6 Potential Interventions Inside and Outside the Educational Pipeline and Classroom." 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:"6 Potential Interventions Inside and Outside the Educational Pipeline and Classroom." 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:"6 Potential Interventions Inside and Outside the Educational Pipeline and Classroom." 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:"6 Potential Interventions Inside and Outside the Educational Pipeline and Classroom." 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:"6 Potential Interventions Inside and Outside the Educational Pipeline and Classroom." 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:"6 Potential Interventions Inside and Outside the Educational Pipeline and Classroom." 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:"6 Potential Interventions Inside and Outside the Educational Pipeline and Classroom." 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:"6 Potential Interventions Inside and Outside the Educational Pipeline and Classroom." 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:"6 Potential Interventions Inside and Outside the Educational Pipeline and Classroom." 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:"6 Potential Interventions Inside and Outside the Educational Pipeline and Classroom." 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:"6 Potential Interventions Inside and Outside the Educational Pipeline and Classroom." 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:"6 Potential Interventions Inside and Outside the Educational Pipeline and Classroom." 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:"6 Potential Interventions Inside and Outside the Educational Pipeline and Classroom." 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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