Statement of Commissioner Gail Heriot in the U.S. Commission on Civil Rights's Report, Encouraging Minority Students to Pursue Science, Technology, Engineering and Math Careers

2010 ◽  
Author(s):  
Gail L. Heriot
Keyword(s):  
Minority Students ◽  
Science Technology ◽  
Math Careers ◽  
The U.S

Women from Diverse Backgrounds in the Science, Technology, Engineering, and Math (STEM) Professions

2019 ◽  
pp. 729-767
Author(s):  
Anna Duran ◽  
Denise Lopez
Keyword(s):  
Brain Drain ◽  
Educational Process ◽  
White Males ◽  
Science Technology ◽  
Diverse Backgrounds ◽  
Key Factor ◽  
Innovation Strategies ◽  
Changing Demographics ◽  
Diverse Groups ◽  
The U.S

The strength of the Science, Technology, Engineering, and Math (STEM) talent pool is a key factor for boosting innovation. This pipeline has been weakened substantially as emerging groups of STEMs, particularly White and minority women, have failed to enter STEM professions at the same rates as White males. Moreover, once women from diverse backgrounds overcome significant hurdles during the educational process, they depart the STEM workplace at alarmingly high rates. Some of the reasons for this phenomenon are discussed in this chapter, along with some solutions about how to decrease these departures. Additionally, ways to focus on the future needs of the changing demographics of the STEM workforce are reviewed. Ultimately, the goal is to offset STEM shortages in intellectual capital and mitigate brain drain and brain migration circumstances so that the U.S. can fully leverage the contributions of high-ability women from diverse groups, eventually benefitting innovation strategies.

Addressing Racial Biases in Medicine: A Review of the Literature, Critique, and Recommendations

2020 ◽  
Vol 50 (4) ◽  
pp. 371-386 ◽  
Author(s):  
Sharon Parsons
Keyword(s):  
Medical School ◽  
Minority Students ◽  
New Orleans ◽  
The United States ◽  
Medical Providers ◽  
Review Of The Literature ◽  
Racial Biases ◽  
School Preparation ◽  
The U.S

This article reviews the literature on racism in medicine in the United States and reflects on the persistent barriers to diminishing racial biases in the U.S. health care system. Espoused strategies for decreasing racial disparities and reducing racial biases among physicians are critiqued, and recommendations are offered. Those recommendations include increasing the number of minority students in medical school, using Xavier University in New Orleans, Louisiana, as the model for medical school preparation; revamping the teaching of cultural competence; ensuring the quality of non-clinical staff; and reducing the risk of burnout among medical providers.

scholarly journals Her Voice: Engaging and Preparing Girls With Disabilities for Science, Technology, Engineering, and Math Careers

2020 ◽  
Vol 12 (3) ◽  
pp. 293-301
Author(s):  
Amy Jane Griffiths ◽  
Angel Miles Nash ◽  
Zachary Maupin ◽  
Sneha Kohli Mathur
Keyword(s):  
Science Technology ◽  
Math Careers

scholarly journals Differences in the Age-varying Association of School Belonging with Socioemotional Flourishing among Minority and Non-minority College and University Students

2019 ◽  
Author(s):  
Nicholas J. Parr
Keyword(s):  
Higher Education ◽  
University Students ◽  
Minority Students ◽  
Social Relationships ◽  
White Students ◽  
School Belonging ◽  
Varying Coefficient Models ◽  
College And University ◽  
The U.S

School belonging is linked with socioemotional wellbeing and academic achievement, but an important question is whether school belonging or its effects vary for college or university students of minority identities. A number of outcomes associated with school belonging, including positive social relationships, perceptions of a fulfilling life, self-respect, optimism, and self-efficacy, are interlinked by the concept of socioemotional flourishing. This study aimed to assess the age-varying prevalence of and association between school belonging and flourishing among sexual or gender minority (SGM) and racial or ethnic minority (REM) students compared with non-minority students in the U.S. higher education setting. Data were drawn from a large national survey of U.S. college and university students ages 18–26, and were examined using varying-coefficient models to estimate the relation of school belonging and flourishing as a continuous function of age. SGM students (n = 6,718) had significantly lower belonging and flourishing than cisgender heterosexual students (n = 19,492) across all age points, and compared to white students (n= 16,444), REM students (n = 10,539) endorsed significantly lower belonging and flourishing at several age points. The association of belonging with flourishing was found to be significantly greater for SGM students than for cisgender heterosexual students across all ages, while age-varying associations for REM and white students were more complex. Findings of this study underline the unique importance and magnitude of the role of school belonging in socioemotional flourishing for SGM young adults, and highlight potential avenues for prevention of negative psychosocial and substance use outcomes among both SGM and REM college and university students.

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