Student Attainment Paper

Science, technology, engineering, and math are the four areas of study that make up STEM. These four areas all have one thing in common: they are all dominated by men. According to Lauren C. Williams, “men outnumber women 7 to 3 in tech jobs in New York City — and nationwide.”.7 Despite this, “women now earn more bachelor’s and master’s degrees than men”.6 However, “women are a minority”.2 Women are a minority in all STEM careers. The ratio of men to women in scientific fields has never been one to one. For some unknown reason very few women are choosing to become chemists, physicists, engineers, computer technicians, or mathematicians. There are many proposed theories for why women are extremely outnumbered in these scientific

The first main point the authors’ introduce is to recognize black males’ lived experiences. Black males have an experience unique to just them. Black men’s experiences of racism impact their education. They even face consequences for pursuing education. Those consequences could be social, educational, and economic. To understand these key issues, you must first look at the past. Black men have always had to overcome great obstacles. Low literacy, limited employment, high incarceration rates, have predisposed many black men to never being able to escape poverty. Further, being impoverished means a less chance that these men will go into higher education. Higher education is so expensive these days, and the underfunding of financial aid and other

For blacks, the history of higher education typically points to segregated education. Before the Civil War, the social system promoted the belief that blacks wouldn’t get return on their time spent in higher education. Brown and Ricard (2007) noted that most North institutions were reluctant to allow black enrollment in colleges and universities, and in the South, where slaveholder’s were still powerhouse businessmen, slaves would never be allowed to become more educated than their owners. The reluctance of the White leaders to allow blacks to formally be accepted into higher education programs held blacks back from achieving what many aspired to, and were fully capable of, experience.

During the 1970s and early 1980s, racism was enormously prominent and it was difficult for young, black males to succeed in a society that did not support their ambitions to receive a higher education. As a result of the oppression, many African Americans did

For African American men, a crisis is occurring as institutions continue to observe dismal graduation rates. As a continue to learn about African American male student success in higher education, it has become more imperative that I understand my institutional efforts to address this issue. Like institutions across the nation, California State University, Northridge (CSUN), acknowledges the disparity in retention and graduation rates for students of color specifically African American male students. There have been many initiatives directed at supporting students of color persistence. CSUN has several programs directed towards improving African American

Although situational attribution prevails dispositional attribution within the Black male community, there are incongruous instances in which Black men have overcome the stigmas, relishing the social, economic, and political mobility they have achieved. However, even with social stability many prominent Black professionals still endure disenfranchisement. Looking strictly at the academia within a Black community, the National Center for Education Statistics reports that, “A majority of African-American males in the 4th, 8th, and 12th grades do not reach grade-level proficiency in reading, mathematics, history, and science,” (NCES, 2007, 2009). The hurdles

The report analyzes the college degree choices of African American men and women. The author used the two-sample hypothesis test for proportion. The editor made some very concerning comments about post-high school education in the African American community. By age twenty-five, forty-five percent of Black males and fifty-three percent of Black females have attempted college, and sixteen percent of Black men and nineteen percent of Black women have completed college. Black males and females represent about twelve percent of the U.S. population but account for only seven percent of all people with at least a bachelor's degree. Black men are underrepresented in STEM (Science, Technology, Engineering, Math) disciplines. The study concluded that Black females with college degrees are increasing, while Black males with college degrees is decreasing (Toldson,

Although the recent upward trends in the number of women in STEM fields are promising, they are not truly due to decreasing cultural stereotypes. Women receiving graduate degrees in engineering increased by 2 percent from 2000 to 2008, but this trend is not as hopeful as it may seem (Giges). This increase was mainly evident in communal fields like environmental or biomedical engineering (Giges). This is further evidence of the impact of cultural stereotypes and their influence on women’s career paths. Society’s expectation of women is that they serve as caring motherly figures and community-centered careers adhere

The educational aspirations and racial composition of a university were great predictors of Black students’ success in college (Allen, 1992; Hurtado et al., 2015; Payne & Suddler, 2014). Black students having their racial identity salient at a PWI can negatively affect their academic achievement. This is due to the perceived stigmatism about Black students’ academic ability (Oyserman et al., 2001). Black students’ underperformance is not due to their lack of interest in education; they have “ideological conflicts with the course content” and are unable to relate due to their black experiences (Smith & Allen,

From overt to subtle, prejudices and stereotypes in the United States sustains a widespread, structured institutional presence in culture, law, and psychology and remains one of the greatest determinants of inequality (Ladson-Billings & Tate, 1995). A ubiquitous misconception is often posited that Black males, an underrepresented and highly stereotyped group on higher education campuses, utterly and unequivocally share similar experiences and backgrounds (Harper & Nichols, 2008). Conceivably, some misconceptions generated about Black male undergraduate students can be attributed to changing demographics in higher education and the acknowledgement of differences between established races. Efforts dating back to the 1960’s, accompanied by affirmative

There are many discrepancies about the underlying causes of the problem of African American educational achievement. Measures of academic achievement in education show that African Americans are trailing their White counterparts, especially in higher education (Aronson, 2002). Numerous factors that affect academic achievement, affordability, financial aid, support of family. African American students are frequently stereotyped and spend a great deal of time establishing their academic credibility and rapport in the classroom. The challenges encountered in academic and social life on campuses is the result of the scrutiny that black students face when it comes to their intellectual ability. The need to validate their intellectual competence in the classroom to White peers and to faculty derive from stereotypes or comments from non-Blacks about the Black community (Fres-Brit, 2002). Whether women of color choose to attend a particular institution because of its ability to satisfy a desire to be in a predominantly Black environment, or because of the quality of education a particular institution offers, they can benefit in numerous respects when it comes to academic and career achievement. Understanding the variety of factors that contribute to Black students’ success requires researchers to examine resiliency from multifaceted perspectives (Bentley, 2015). In a space where black bodies and female bodies are considered “space invaders”, social scientist Nirmal Puwar, explains

The Black Engineers Society (BES) is a collegiate chapter of the National Society of Black Engineers (NSBE). We focus on providing support and resources to help minority students on our campus succeed and excel, primarily in the fields of engineering, but also in science, technology, and math (STEM). Our organization has a number of active members who benefit in one way or another from the information and resources we provide. We have development initiatives including increasing the academic excellence, technical skills, and professional outreach of our members.

Women in STEM are underrepresented in the media. In most movies the woman in science simply the love interest. (Zucker-Schaff) However, Shuri is not sexualized and serves more of a purpose than that of a love interest. Furthermore, seeing a black girl in STEM in a major film is extremely significant when one considers the fact that black women make up less than one percent of employed professionals in the fields of science and engineering. (Criven) In part, this may be due to a lack of role models. According to “Ignored Potential” ,”Role models are effective in ‘helping students connect their personal identities to engineering identities’ (Matusovich, Streveler & Miller, 2010), because they allow individual students to imagine themselves as engineers.” There are not many role models for black girls in STEM. For that reason black girls are less likely to go into STEM. This makes Shuri extremely significant. She provides a role model for young black girls, that they have never had

Kim, M. M., Conrad, C. F. (2006). The impact of historically black colleges and universities on the academic success of african-american students. Research in Higher Education 47(4), 399-427.

To begin, we will be talking about a topic of worldwide intereset, Gender and Racial inequialities in STEM(science,technology,engineering and mathematics) fields in the EE.UU. The United States of America has a high gender gap and racial inequialities in STEM fields. Black People have a low degree completion rate and low representation in STEM fields; This makes it more complicated for them to join STEM fields. That is why I think that as a person we need to be aware of the injustices committed by the system and our society.