Low persistence in science majors and limited participation in high-impact research experiences contribute to the nationwide underrepresentation of minorities in the science workforce, particularly jobs requiring a graduate degree.
This study reviews literature on racially equitable admissions practices relevant to graduate programs in STEM. Graduate Record Exam (GRE) scores correlate more strongly with race, gender, and socioeconomic status than performance metrics for research during or after graduate school.
Virtual Workshop October 21-23, 2021 Join us for the fall dissemination workshop that supports the publication of outcomes that showcase broadening participation efforts that cultivate STEM talent at HBCUs, HSIs, Tribal Colleges, MSIs, and small liberal arts colleges. This workshop is designed for practitioners and scholars wishing to publish efforts related to diversity, equity, and [...]
Recent events prompted scientists in the United States and throughout the world to consider how systematic racism affects the scientific enterprise. This paper provides evidence of inequities related to race–ethnicity and gender in graduate school experiences and career plans of PhD students in the top 100 ranked departments in one science, technology, engineering, and math (STEM) discipline, chemistry.
A new, three-year initiative by the American Council on Education (ACE) will provide a “data-informed foundation” to promote policies and practices that support students, faculty and staff of color in higher education. ACE recently announced that its project, “Race and Ethnicity in Higher Education: A Status Report,” will examine gaps and progress in educational attainment [...]
In recognition of the paucity of equal representation in STEM education and careers, Understanding Interventions aims to mutually inform scholarship and practice, develop and enhance the community interested in educational interventions, and provide professional development for all STEM persons.
Grant Number: 5R13GM136098-0
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