High-Performing Institutions and Their Implications for Studying Underrepresented Minority Students in STEM
Author(s):
Museus, Samuel D.; Liverman, Deborah
Format:
Journal article
Citation:
New Directions For Institutional Research, Number 148, (2010). pp. 17-27.
Language:
English
Abstract:
Underrepresented racial minorities (URMs) earn college degrees in science, technology, engineering, and mathematics (STEM) fields at lower rates than do their majority peers. The term "underrepresented minority" refers to Black, Latina/o, Native American, and Southeast Asian American (Cambodian, Hmong, Lao, and Vietnamese) students. Statistics show that these groups suffer as they navigate through the STEM pipeline. They earn college degrees at rates lower than all other racial groups and are underrepresented in the STEM fields as well. Despite these low success rates among URMs in STEM, evidence suggests that institutions of higher education have the ability to foster their success. To increase URM student persistence and degree attainment rates in STEM fields, college and university leaders must better understand the various ways in which they can cultivate campus environments conducive to success. In this chapter, the authors discuss how higher education researchers can help institutional leaders foster these environments. To provide context for the discussion, they begin with a brief overview of the research on institutional factors that affect URM students' success in STEM. Then they offer an example of research that has uncovered how a trio of predominantly White institutions (PWIs) produced equitable educational outcomes among college students of color and their White peers. Finally, they discuss implications of this study for future research on underrepresented minority students in the STEM fields. (Contains 1 figure.)