72.057 - Critical Academic and Public Policy Issues Affecting Minorities in STEM

Session Type: Symposium

Abstract

This session concerns recruitment, access and progress of Black and Minority Ethnic (BME) students in Science, Technology, Engineering and Maths (STEM). Drawing on research from the UK and USA, it examines experiences and expectations and how this contributes to or mitigates against successful completion of undergraduate and graduate degree qualifications. Against a backdrop of under-representation, institutional policies, practices and financial considerations, are highlighted as critical to access and progress in STEM. In both locations policy enactment dictates the options available, e.g. graduate assistantships/fellowships or self funding - without which the ability to study STEM is jeopordised. There are correlations too for those pursuing routes to teaching that are determined by opting an institution-based programme or an employment-based track

Sub Unit

• SIG-Research Focus on Black Education

Chair

• Marvin Lynn, Indiana University - South Bend

Papers

• Black Male Educators and STEM - Christine Callender, UCL Institute of Education - London

• Factors Affecting Access to Postgraduate STEM Education: Perspectives of British Minority Ethnic Students - Dominik Jackson-Cole, University of East London; Michael Jonathan Reiss, Institute of Education - London; Tamjid Mujtaba, Institute of Education

• Perspectives of American and English University Administrators: Fostering Minority Students' Graduation in Doctoral STEM Programs - Eric J Simeon, The Pennsylvania State University - University Park; Beverly Lindsay, University College London

Discussant

• Marvin Lynn, Indiana University - South Bend