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Seeing The HiddEn Minority - Increasing the Talent Poolthrough Identity,Socialization, and Mentoring Constructs (Hardcover)
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Seeing The HiddEn Minority - Increasing the Talent Poolthrough Identity,Socialization, and Mentoring Constructs (Hardcover)
Series: Contemporary Perspectives on Access, Equity and Achievement
Expected to ship within 10 - 15 working days
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The participation of Black students in science, technology,
engineering, and mathematics (STEM) fields, is an issue of national
concern. Educators and policymakers are seeking to promote STEM
studies and eventual degree attainment, especially those from
underrepresented groups, including Black students, women,
economically disadvantaged, and students with disabilities.
Literature shows that this has been of great interest to
researchers, policymakers, and institutions for several years
(Nettles & Millet, 2006; Council of Graduate School (CGS),
2009; National Science Foundation (NSF), 2006), therefore an
extensive understanding of access, attrition, and degree completion
for Black students in STEM is needed. According to Hussar and
Bailey (2014), the Black and Latino postsecondary enrollment rates
will increase by approximately 25% between 2011 and 2022. It is
critical that this projected enrollment increase translates into an
increase in Black student STEM enrollment, persistence and
consequently STEM workforce. In view of the shifting demographic
landscape, addressing access, equity and achievement for Black
students in STEM is essential. Institutions, whether they are
secondary or postsecondary, all have unique formal and informal
academic structures that students must learn to navigate in order
to become academically and socially acclimated to the institution
(Tyler, Brothers, & Haynes, 2014). Therefore positive
experience with the academic environment becomes critical to the
success of a student persisting and graduating. Understanding and
addressing the challenges faced by Black students in STEM begins
with understanding the complexities they face at all levels of
education. A sense of urgency is now needed to explore these
complexities and how they impact students at all educational
levels. This book will explore hidden figures and concerns of
social connectedness, mentoring practices, and identity constructs
that uncover unnoticed talent pools and encourage STEM
matriculation among Black STEM students' in preK-12 and
post-secondary landscapes. Section 1-Socialization Social discourse
concerning how male and females are supposed to enact their
socially sanctioned roles is being played out daily in educational
institutions. Individuals who chose STEM education and STEM careers
are constantly battling this social discourse. It is necessary for
P-20 STEM spaces to examine and integrate understanding of
socialization within the larger societal culture for systemic and
lasting change to happen. Section 2-Mentoring A nurturing process
in which a more skilled or more experienced person, serving as a
role model teaches, sponsors, encourages, counsels, and befriends a
less skilled or less experienced person for the purpose of
promoting the latter's academic, professional and/or personal
development. Section 3-Identity Research focusing on identity
constructs in STEM has become more common, especially as it relates
to student retention and attrition. Researchers have been able to
use identity as a way to examine how social stigma can cause
students to (dis)identify within STEM spaces.
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