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Pages 6-11

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From page 6...
... What significant gaps exist in the research base with respect to understanding factors that affect interest, performance, and choice of STEM academic programs and careers in those fields where significant differences in participation and performance by gender exist in the selected minority male population? How are gender differences exacerbated by educational settings?
From page 7...
... differentiate research questions and approaches between minority groups.2 Breakout Group 1A: Researchers with a Focus on African American Males Participants noted that the curricular and cocurricular experiences of African American males may encourage or discourage their interest in STEM careers, and therefore underscored the importance of holistic approaches3 for the recruitment, retention, and graduation of African American males in STEM fields at the undergraduate level.4 Some participants in this group observed that efforts to help undergraduate African American males persevere and graduate are more effective when coupled with a knowledge and understanding of the precollege experiences of these young men. Accordingly they argued that research on the participation of African American males at graduate and professional levels in STEM should similarly focus on the factors that motivate their choice and perseverance in these education and career pathways.
From page 8...
... support structures to ease the transitions of African American males through these critical education and training milestones in STEM careers. 5 Social capital theory is broadly defined as encompassing the "norms and networks facilitating collective action for mutual benefit." Source: Michael Woolcock, "Social Capital and Economic Development: Toward a Theoretical Synthesis and Policy Framework," Theory and Society, Vol.
From page 9...
... through differential expectations of teachers and faculty in gateway and gatekeeper courses.6 In the Hispanic American community, these inequities are reinforced by differences in peer and parental influences (e.g., common cultural expectations that boys will leave educational pathways at the high school or baccalaureate level to assume gainful employment)
From page 10...
... Breakout Group 1C: Researchers with a Focus on Native American and Asian Pacific Islanders (Including Native Hawaiians) Some members of this breakout group noted that among Native Americans and Asian Pacific Islanders, societal and cultural issues underlie a variety of other significant challenges (e.g., low socioeconomic status and associated problems with community safety, school quality, and teacher quality)
From page 11...
... At the individual level, they have somewhat fluid definitions of who they are -- how they self-identify -- and this can impact how society views them. Some participants did not believe it was appropriate for Native Americans and Pacific Islanders to be placed in a single breakout group and argued for distinctions among Native Americans, Native Pacific Islanders, and Asians to recognize their unique issues.

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