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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2 Background and What Is Missing in Key Milestones and Existing Pathway Programs
2 Background and What Is Missing in Key Milestones and Existing Pathway Programs
Pages 5-20
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From page 5... ...
. • Potential interventions fall within seven areas: mentorship, ensuring a critical mass of people of color at all levels of insti tutions, student persistence, using data to understand local contexts, supporting entry into the STEM pipeline at multiple life stages, financial support, and a systems perspective (Dr.
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; Louis Sullivan, M.D., Sullivan Alliance; Roderic Pettigrew, Ph.D., M.D., Texas A&M University; and Marc Nivet, Ed.D., M.B.A., University of Texas Southwestern Medical Center. The presenters provided background for the rest of the workshop, including key milestones missed by many Black children, why missing these milestones deters progress along the pathway, and ideas to rectify the status quo.
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Looking at grade 4 reading and math scores from the National Assessment of Educational Progress from 1992 to 2019, Dr. Malcom called attention to slight improvements by Black students, but a persistent gap between Black and other, particularly white and Asian, students.
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SOURCE: Shirley Malcom, Workshop Presentation, September 2, 2020, from NAEP data.
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serve a very small percentage of the overall student population, they have an outsized role in Black students' degree attainment: 20 percent of Black students who complete bachelor's degrees and 27 percent of Black students with STEMM degrees earn their degrees at HBCUs. Standardized test differentials have been a major barrier to access quality programs.
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Workforce and workplace concerns start with severe underrepresentation in the STEM workforce. According to National Science Foundation data from 2019, Black women are 6.5 percent of the U.S.
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In 1950, 80 medical schools in the country graduated some 8,000 physicians a year. Two percent were African American and most graduated from Howard University College of Medicine and Meharry Medical College, Dr.
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"Everyone has a right to health, health care, and health information." He added that economics, in addition to humanitarian concerns, supports this argument, noting, "A healthy population who can enter the workforce, be productive, earn wages, pay taxes, and support families will place less demand on social support systems." As an example, a study in 2019 (Hendren and Sprung-Keyser, 2019) found that investments in maternal and child care resulted in healthier adults with a better work history and whose earnings amply repaid the amount invested in their health care.
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The challenge is moving beyond a single role model to multiple role models prevalent throughout the system, at every level of the learning experience, from K–12, through undergraduate and graduate education, through the career stage. It is a circular challenge, he acknowledged, in that Black and Brown individuals are needed to serve as role models, but they themselves need role models to reach the levels where they can provide this support.
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"Our thinking is that this narrowness is a consequence of students learning from and teaching each other," he said. Bringing students into research experiences in which they can explore their own research idea will pay dividends, as will mentoring across the career spectrum, he added.
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. Many other promising students cannot follow the traditional route but would make excellent STEM professionals.
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There is a lot of discussion about the educational pipeline, he observed, and he has heard negative comments that pipeline programs do not work. He disagreed.
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He expressed dismay about the numbers of smart minority students who enter STEM programs without knowing how to navigate the system effectively and are adversely affected as a result. He called for active support for such students through nonprofit organizations, community groups, and informal conversations with young people.
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"If we look at the data, they are not African American students." She commented that very little is asked of colleges and universities who receive grant funding, but they "must be asked to do their jobs, which includes educating Black and Brown students, and be held accountable." She suggested the Roundtable look at how to put more systems approaches in place along the pathways that young people follow.
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From page 19... ...
1981. Summary Report of the Graduate Medical Education National Advisory Committee to the Secretary, Department of Health and Human Services.
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