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Pages 18-51

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From page 18...
... . By eighth grade, 85 percent of White students have passed algebra one, a milestone in STEMM preparedness, compared to 65 percent of Black students and 72 percent of Latine students (Office for Civil Rights, 2018)
From page 19...
... Common themes that have emerged from this robust body of work include the need to: • Develop and institute inclusive leadership practices in STEMM institutions; • Foster an environment that provides social and behavioral support for underrepresented/under-resourced individuals across STEM education and careers; • Support and increase pathway programs that focus on underrepre sented/under-resourced individuals; and, • Fortify data collection, evaluation, and accountability of diversity, equity, and inclusion programs.4 More recently, the National Academies' Committee on Advancing Diversity, Equity, Inclusion, and Antiracism in 21st Century STEMM Organizations, under the auspices of the Board on Behavioral, Cognitive, and Sensory Sciences and the Board on Higher Education and Workforce, hosted a national summit that "highlighted how racism operates at different levels in STEMM settings; reviewed policies and practices for confronting systemic racism; and explored ways to advance diversity, equity, and inclusion in STEMM settings" (the National Academies of Sciences, Engineering, and Medicine, 2021)
From page 20...
... impedes STEMM careers for historically minoritized racial and ethnic groups; Identify principles for sustainable organizational culture change to address racism and promote DEI; including discussion of the role of training, ways to motivate buy-in at all levels of the STEMM organization, and stay the course in adopting a strategy and goals aimed at addressing racism and its role as a bar rier to a STEMM career; Review and synthesize the existing research on methods to improve the recruitment, retention, and advancement of members of historically minoritized racial and ethnic groups pursuing STEMM careers; and identify promising poli cies and practices for changing existing systems and structures; Identify examples of effective strategies to advance antiracism in STEMM organizations, including roles for members within organizations; and Define a research agenda to address gaps in knowledge in the evidence base to advance antiracism, diversity, equity, and inclusion.
From page 21...
... STUDY APPROACH AND SCOPE Beginning in fall 2021, the National Academies conducted an extensive nomination and appointment process to assemble the Committee on Advancing Antiracism, Diversity, Equity, and Inclusion in STEMM Organizations. This included a public call for nominations for experts in diversity science, social and cognitive psychology, industrial and organizational psychology, sociology, human resources, and higher education, as well as experienced practitioners who have led diversity, equity, and inclusion programs.
From page 22...
... . The narratives provide a window into the impacts of racism, providing a deeper understanding of the harms that minoritized people experience, as well as the ways that people find mentorship, support, and other guidance on their paths from a STEMM education to a career in STEMM.
From page 23...
... . Next, the committee determined the range of STEMM organizations on which it would focus, which included universities, STEMM-focused nonprofit organizations, industry, professional societies, hospitals, and medical centers; however, when the committee conducted its review of the literature, it did not limit itself to publications focused exclusively on STEMM.
From page 24...
... BOX 1-2 Race and Ethnic Categories from the U.S. Census Bureau • American Indian or Alaska Native: A person having origins in any of the origi nal peoples of North and South America (including Central America)
From page 25...
... The committee took numerous factors into consideration, including the importance of contemporary context, the acknowledgement of history, terms favored by individual racial and ethnic groups, the dynamic aspect of language, experiences of mistreatment and racism, numeric underrepresentation, existing structures and systems of oppression, the role of power in STEMM, the use of active versus passive language, the use of nouns versus verbs, the consideration of who is centered (and who is not) , and how to name those in power (i.e., gatekeepers)
From page 26...
... Many such efforts do not acknowledge the historical context of discrimination that minoritized individuals experience or they do not adequately focus on the policies, processes, and power structures that create racial and ethnic bias in STEMM. In this report, statistics describing the discrepancies in wages, hiring, degree completion, and other dimensions illustrate these points, and the report provides specific descriptions of the populations and characteristics for each statistic.
From page 27...
... The recommendations outlined in this report provide guidance to actors and stakeholders across the STEMM enterprise to build this type of effort into existing systems. Part I: Broader Context of Antiracism, Diversity, Equity and Inclusion in the United States Part I establishes the historical and contemporary context for the issues of antiracism, diversity, equity, and inclusion in STEMM organizations.
From page 28...
... Part II reviews the layers within STEMM organizations and how the larger culture and climate of an organization can influence the working environments of specific groups or teams, which may have their own microcultures and microclimates that directly impact the individuals in that unit, as Figure 1-1 illustrates. Within this general context, Part II examines how individuals, groups and teams, and organizations operate, particularly in relation to antiracism, diversity, equity, and inclusion.
From page 29...
... . Addressing diversity, equity, inclusion, and anti-racism in 21st century STEMM organizations: Proceedings of a workshop–in brief.
From page 30...
... https://www.nsf.gov/about/research_areas.jsp Office for Civil Rights.
From page 33...
... The chapter then examines how the origins of race and racism came to be established at the inception of the United States. These racist belief systems created a false racial hierarchy under which non-Hispanic White people are believed to be superior, and Black people, Indigenous people, and systematically minoritized racial and ethnic people are considered inferior.
From page 34...
... emerged as a critical higher educational resource when higher educational opportunities were severely limited for minoritized people. The committee found that even though MSIs on average have continually faced significant underfunding, they have advanced representation by helping many minoritized students obtain STEMM degrees.
From page 35...
... . The current chapter focuses on each of these macro-level forms of racism together and how they impede STEMM careers for minoritized racial and ethnic people.
From page 36...
... . Racism toward Asian Americans became prominent in the 19th century when many Asian individuals, in particular Chinese individuals, served as indentured laborers in major national projects and events, including during the California gold rush and the construction of the transcontinental railroad (Gandhi, 2013; Kanazawa, 2005; Ngai, 2021)
From page 37...
... Therefore, this section demonstrates the codification of racism strengthened and continually reinforced the false racial hierarchy through the systematic advantage of non-Hispanic White people and the systematic disadvantage of Black people, Indigenous people, and other minoritized people. Though the majority of formal practices and policies have long since been revoked, the history demonstrates that this legacy has had a lasting effect on the ability of minoritized people to have a career in STEMM (Clotfelter et al., 2015)
From page 38...
... Over time, many states and localities beyond the South also adopted Jim Crow-inspired restrictions on the social interaction of Black and White individuals. Jim Crow laws seemingly violated the Civil Rights Act of 1875, but in 1896, in Plessy vs.
From page 39...
... While these attacks are rarely called lynchings, they share with lynchings the defining features of extralegal pursuit and violent brutality toward Black individuals. Because lynching and other extralegal violence was woven deeply into the experience and psyche of White and Black America, it is impossible to convey the historic and present implications of the Jim Crow era without also conveying the reality of lynching and violence targeted against Black individuals and Black communities.
From page 40...
... The Jim Crow era was finally ended through civil rights struggle, but many of its damaging consequences remain. UNEQUAL EDUCATIONAL OPPORTUNITIES Jim Crow laws also created segregated education and educational opportunities on the basis of race.
From page 41...
... . In the decades before the civil rights era, constrained educational opportunities were not limited solely by Jim Crow laws to Southern schools and were not imposed only on Black students.
From page 42...
... Latine students routinely attended segregated schools until 1931, when a judge in San Diego prohibited a school board from turning away Mexican American students -- a ruling based on the judge's opinion that Mexican American children were White (Carter, 1970; Noltemeyer et al., 2012)
From page 43...
... Studies have shown that Black students and Latine students are less likely to graduate from college than White students (Shapiro et al., 2017)
From page 44...
... . These two programs formally institutionalized redlining in real estate and banking, which had the effect of relegating Black Americans, as well as other systematically minoritized racial and ethnic people, to disadvantaged neighborhoods, which had the further effect of preventing them from owning homes and building generational wealth (Rothstein, 2018)
From page 45...
... Board of Education outlawed racial segregation of public schools, it did not redress the underinvestment that had the de facto effect of creating a separate but unequal educational system, given that schools in neighborhoods with a predominantly non-White population still had fewer resources, fewer counselors, few experienced educators, and fewer educational opportunities than those found in predominantly White neighborhoods. The main reason for this disparity was a lower level of funding for schools in non-White neighborhoods resulting from the fact that public school funding relied heavily -- and still relies heavily -- on local property taxes that are based largely on property values.
From page 46...
... . In addition, studies have found that schools with high percentages of Black students and Latine students are more likely than their peers to have teachers with one year or less experience, uncertified teachers, or higher annual teacher turnover, with the disparities largest for schools with high percentages of Black students (Mehrotra et al., 2021; Williams et al., 2021)
From page 47...
... . The policies enacted as part of the New Deal, for example, reserved most of these benefits for White workers while restricting and excluding minoritized people by exempting many domestic, agricultural, and service occupations from the Fair Labor Standards Act of 1938, actions that helped institutionalize and validate racial disparities in economic wellbeing (The Fair Labor Standards Act of 1938, 2011; Linder, 1986)
From page 48...
... . Live-in domestic service workers, babysitters, and companions for older persons -- all occupations in which minoritized people are disproportionately represented -- also remain excluded from many Fair Labor Standards Act protections (U.S.
From page 49...
... . CONCLUSION 2-1: The history of systemic racism in the United States, including both written laws and policies and a culture of practices and be liefs, has harmed Black people, Indigenous people, Latine, Asian American, and other people from minoritized racial and ethnic groups that continue to this day.
From page 50...
... When forming recommendations, the committee was mindful to not recreate the same set of recommendations, but rather develop novel recommendations pertaining to MSIs. Historically Black Colleges and Universities The statistics reviewed in the upcoming section draw heavily from data within the National Center for Education Statistics (NCES)
From page 51...
... In addition, the ACE report notes specifically that between the years 2003–2015, both public and private HBCUs experienced the steepest declines in federal funding per full-time student. Private HBCUs in particular experienced a 42 percent reduction.


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