U.S. students exit undergraduate science, technology, engineering, and mathematics programs at alarming rates. Less than 50 percent of the undergraduate students who enter STEM degree programs as aspiring freshmen complete degrees in these areas. This is especially true for minorities, whose departure from STEM degree programs is often twice the rate of others.Broadening Participation in STEM features chapters from developers of high impact educational practices and programs that have been effective at broadening the participation of underrepresented groups in the STEM disciplines. It explores strategies used with special populations of STEM aspirants including minority groups such as African Americans, Latino Americans, and Native Americans; persons from economically disadvantaged background; and persons with disabilities. This volume contributes to national knowledge of best practices in educating underrepresented students aspiring to STEM careers. This book provides campus-based faculty, administrators, and diversity professionals with a guide that can be used to develop programs designed to address specific student success and inclusion goals in STEM programs.

Since 1976, increased attention has been paid to the diminishing numbers of Black males in higher education, and rightly so: the total numerical enrollments of Black female undergraduates has outstripped their male counterparts by a factor of nearly 2 to 1. Since intervention, however, the enrollment growth rate among Black males (60 per cent) exceeded that of Black females (40 per cent) (NCES, 2008). Needless to say, this good news was welcomed by many. However, as Cole & Guy-Sheftall (2003) have pointed out, it may be misguided to assume that improving the status of black men will single-handedly solve all the complex problems facing African American communities. Are we indirectly neglecting Black females? And what of their future? The purpose of "Black Female Undergraduates on Campus" is to identify both successes and challenges faced by Black female students accessing and matriculating through institutions of higher education. In illuminating the interactive complexities between persons and place, this volume is aimed toward garnering an understanding of the educational trajectories and experiences of Black females, independent of and in comparison to their peers. Special attention is paid to women pursuing careers in the high demand fields of teacher education and STEM.

Ask practically any academic department chair why they do not have more African Americans among faculty members and they generally respond with stock stories or folktales, which stimulated the title of this volume. Stock stories are akin to grand narratives that explain 'why things are' in ways that satisfy those in dominant positions. Frierson and Tate argue it is time to move beyond these. The purpose of the book is to provide historical, conceptual, and empirically-based analyses focused on the development of African Americans in STEM fields. There is rarely any real understanding of the uneven contours of the education pipeline or the transition to academic life experienced in these situations and this volume will shed light on opportunities to advance African American attainment in STEM disciplines throughout the academic and professional spectra, and the mitigation of disparities that continue to be so prevalent. The editors hope that it will generate discussions and actions that are based on empirical evidence and policy analyses, rather than long standing stock stories and folktales that misrepresent the paths linked to African Americans' attainment in STEM fields.

Historically, women of color have experienced discrimination based on the double jeopardy of race and/or ethnicity, and gender in their quest for access and advancement in higher education. Today's women of color in higher education however are the beneficiaries of courageous and committed women predecessors who confronted and disrupted institutions to attain a higher level of education (Jean-Marie, 2005). Together with Volume 9, this two-edited volume focuses on African American, Hispanic American, Native American, and Asian-Pacific American women whose increased presence in senior level administrative and academic positions in higher education is transforming the political climate to be more inclusive of women of color. Topics include trends and issues, leadership styles/characteristics, tenure and promotion, mentoring/social networks, and challenges and opportunities. As a conceptual framework, the collection of chapters in the two volumes acquaints readers with a broad overview of the characteristics and experiences of women of color in higher education. The two volumes include: "Women of Color in Higher Education: Turbulent Past, Promising Future" and "Women of Color in Higher Education: Changing Directions and New Perspectives".

Historically, women of color have experienced discrimination based on the double jeopardy of race and/or ethnicity, and gender in their quest for access and advancement in higher education. Today's women of color in higher education however are the beneficiaries of courageous and committed women predecessors who confronted and disrupted institutions to attain a higher level of education (Jean-Marie, 2005). Together with Volume 10, this two-edited volume focuses on African American, Hispanic American, Native American, and Asian-Pacific American women whose increased presence in senior level administrative and academic positions in higher education is transforming the political climate to be more inclusive of women of color. Topics include trends and issues, leadership styles/characteristics, tenure and promotion, mentoring/social networks, and challenges and opportunities. As a conceptual framework, the collection of chapters in the two volumes acquaints readers with a broad overview of the characteristics and experiences of women of color in higher education. The two volumes include: "Women of Color in Higher Education: Turbulent Past, Promising Future" and "Women of Color in Higher Education: Contemporary Perspectives and Changing Directions".

More than identity politics, intersectionality regards the inability of institutional structures to remedy discrimination because of the intersection between social dynamics which are often discretely conceived (Crenshaw & Dill, 2009). For a set of Black women workers in the manufacturing context, the court found that they were not discriminated against on the basis of their race, because Black male workers were hired for manufacturing positions. Those Black women were not discriminated against because of their gender, because there were White women hired for the front office. Those Black women workers were caught at the intersections of race and gender discrimination laws and left their employment without an effective remedy (Crenshaw, 1989). This intersection metaphor is worth examining in the higher education context as we consider that the majority of students on most U.S. campuses are women (Allen, Dean, & Bracken, 2008), and an increasing number of these women are not White; yet, most campuses have support services targeted at African American and/or multicultural student affairs and women's services which are generally targeted at White women. This volume will focus on the subpopulation of Black female college students, examining institutional and non-institutional supports for their persistence to the undergraduate degree.

Volume 7 is the second of two volumes in "Emerald's Diversity in Higher Education" series that specifically address the state of Black American males in higher education today. In this volume, the contributing authors, who as in Volume 6, come from a wide range of institutions and disciplines, present rich discussions related to reports on research and theoretical views pertaining to Black males in higher education. Further, presented in this volume are significant discussions of intervention programs within or associated with institutions of higher education as well as discourses on critical perspectives regarding the situation for Black males in academe. Many of the topics discussed in the two volumes have often been overlooked regarding the level of importance, but the gravity of the situation has become increasingly apparent and Volume 7 looks to contribute to content that address this crucial educational and societal issue surrounding the circumstances of Black American males and higher education.

This is the first of two volumes that specifically addresses the subject of the disproportional decline of Black American Males in higher education. For too long, acknowledgment of this issue has been avoided for fear that it would be clearly and too painfully felt. It is apparent that this issue can no longer be ignored and the need to examine and widely address this situation is now so vivid. This volume, and the next, forthrightly discuss and address the conditions that can be observed today. Collectively, the contributing authors provide critical historical overviews and analyses pertaining to Black American males in higher education and Black Americans of both genders. The contributing authors provide data from which conclusions can be drawn, discussion of the effectiveness of programs, conceptual pieces that address the issue of the presence or lack thereof of Black American males in higher education from a range of perspectives, and the role of the community colleges.

Hardbound. The mentoring of faculty and administrators in higher education (J.W. Holland). Mentoring experiences of African-American Ph.D. chemists (W. Pearson Jr., I.M. Warner). Relationships between mentors and Mexican-American and American Indian doctoral students (M.J. Williamson, R.H. Fenske). Role models, mentors, and the experiences of Chicana and Chicano Ph.D. scientists (D.G. Solorzano). Perceptions and assessments of faculty preceptors in a summer research program for minority undergraduate students (H.T. Frierson Jr.). Developing faculty mentors for American Indian and Alaska Native graduate students (D.M. Pavel). The social dynamics of mentoring in graduate education: a case study of African-American students and their graduate advisors (J.R. Valadez). Mentoring of African-American faculty: scaling the promotion and tenure mountain (L.C. Tillman). An investigation of cross-gender mentoring: lessons from Harvard's urban superintendent program (

This is one of the first volumes that examined the process of mentoring specifically as it is related to effects on advancing diversity on underrepresented minority individuals in higher education settings. This volume presents definitions, concepts, models, and programs that address mentoring in higher education. The contributing authors examined and presented the concept of mentoring from a number of perspectives, including mentoring models and approaches with the focus on enhancing diversity in higher education settings.

Race and Culturally Responsive Inquiry in Education examines how assumptions about race and culture have shaped US education research and the interpretation and implementation of its results. This ambitious volume sheds light on the detrimental effects of educational praxis and policies that have characterized communities of color and historically underserved communities as deficient. It reveals how such bias has affected many facets of educational inquiry, from research design and planning to education policy making and evaluation practices. The provocative essays in this work challenge traditional suppositions about whose evidence matters, highlighting approaches for reframing educational inquiry and arguing for the adoption of a culturally responsive stance that can correct inequities by accounting for students' diverse backgrounds and needs. Edited by Stafford L. Hood, Henry T. Frierson, Rodney K. Hopson, and Keena N. Arbuthnot and featuring contributions from leading and emerging scholars, the collection is organized around three key areas-education research, educational assessment, and program evaluation. The contributors identify provocative problems that exist at the intersection of race and education in these areas, and they illuminate the many ways in which education reform can address intersectionality. Calling for effective action, they suggest compelling solutions for consideration by policy makers and practitioners as well as researchers. Together, the essays in this volume make the case that culturally responsive methods that deepen our understanding of educational disparities, appropriately measure what students know and can do, and ensure that we have accurate information about the effectiveness of educational interventions can improve educational outcomes for diverse learners.