Models of Success. Identifying Factors That Contribute to Faculty Production of Minority STEM Graduates: Implications for Historically Black Colleges and Universities and Beyond

• In Event: Moscone Center North Roundtable Session 12
  In Roundtable Session: Sustaining the Historically Black College/University: Philanthropy, Faculty Development, and Policy

Abstract

A significant facet of increasing minority student participation in the STEM workforce is to understand the role faculty should play in preparing these students and assisting with their matriculation to graduation and ultimately their participation in the workforce. The overarching goal of this research is to create viable solutions to the low representation of African Americans in the STEM workforce and to provide formal guidance to all interested stakeholders. In a qualitative study, a total of nine (9) STEM faculty at three (3) Historically Black College and Universities are interviewed. Preliminary results suggest that five characteristics that faculty need to support increases in the number of African-American students with STEM degrees include being committed to students, approachable, diligent, encouraging and honest.

Authors

• Stella L. Smith, Prairie View A&M University

• Fred Arthur Bonner, Prairie Vew A&M University

• aretha Faye marbley, Texas Tech University, College of Education, Counselor Education Program

• Sherri Frizell, PVAMU