Educational Pathways for Black Students in Science, Engineering, and Medicine Exploring Barriers and Possible Interventions: Proceedings of a Workshop (2022) / Chapter Skim
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3 Teachers and Young Professionals: Perceived Obstacles, Real Barriers, and Potential Points of Intervention
3 Teachers and Young Professionals: Perceived Obstacles, Real Barriers, and Potential Points of Intervention
Pages 21-30
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From page 21... ...
. • Mentoring, a focus on community, and other supports achieved extremely high retention rates among Black and Brown stu dents in a predominantly white graduate chemistry program (Dr.
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From page 22... ...
In a session moderated by Ian Henry, Ph.D., Proctor & Gamble, participants heard from Chris Pulliam, Ph.D., P roctor & Gamble; Tracy Lall, M.S.Ed., Thurgood Marshall Academy; Elise Mike, M.D./Ph.D. candidate at Albert Einstein College of Medicine; Italo Brown, M.D., M.P.H., Stanford University; and Sharon Spencer, M.A., M.S.Ed., a teacher and administrator currently writing her Ph.D.
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From page 23... ...
Lall provided a perspective about middle and high school based on her 25 years at Thurgood Marshall Academy in central Harlem. She identified what she sees as the biggest barrier to Black students' science, technology, engineering, and medicine (STEM)
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A strong Thurgood Marshall student applied to the Sophie Davis Biomedical Education Program at City University of New York (CUNY)
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A pivotal experience occurred after her junior year when she attended a summer research and training program at Baylor College of Medicine, in which she worked in a lab and shadowed at the hospital. After graduation from Emory, she returned to the Baylor lab and studied for her MCATs (Medical College Admission Tests)
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From page 26... ...
Dr. Henry commented that many refer to the multiple demands to invest in others and manage one's own career as "the Black Tax." In the corporate world, he said, the perception is that if Black STEM professionals spend too much time on diversity and inclusion activities then they are less committed or less capable to do technical work.
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From page 27... ...
The saving grace were people who invested in him -- making sure he had the knowledge, resources, and tools to navigate the system and graduate on time. Although interested in attending medical school, he was not a competitive candidate and went to Boston University for a master's in public health.
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. Many Black and Brown students, especially males, are not strong readers and cannot handle science textbooks.
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From page 29... ...
They need to see other role models and peers around them to avoid what she called the "peas in the rice syndrome," in which very few students of color are in a given situation. Finally, they benefit from exposure to exciting, authentic science as well as learning soft skills for interviews and other settings.
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From page 30... ...
She questioned how the material lost during COVID-19 will be made up, even with remote learning, for example, gaps in algebra as students take higher math classes in the future. A participant asked the panelists about balancing societal expectations without losing a sense of their own identity.
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