What Is Minority Serving Institutions?

In an attempt to retain minorities in higher education, efforts of resolving this current issue have met many challenges that have caused decreases in the enrollment of predominantly white institutions. There have been a variety of studies conducted since 2000 to measure the value of higher education including minority attendance and performances. ((NCES,2016:APA,2012;Bischel,2012;; IGI,2017;Tinto2005,2006,2014,: Swail 1999,2008; Kamenetz,2016;USGA, N.D.; GAPS,2015). Most of these occurred in early 2000 with very little to nothing being done during meaningfully in the last decade. In the ACE study, New Jersey, and Arkansas, however, are examining the impact of minority higher education retention and it’s significant to our society and

Oberlin College is a higher educational institution with a storied history. It is known as one of the foremost progressive colleges for its attention to diversity very early on. It was the first institution to admit both Blacks and women on an equal footing as White men. Through the equality of admittance, Oberlin showed itself to be an institution whose model should be followed by other universities. It is of note, however, that the experience of these students was not an altogether positive one. Discriminatory practices were still in place regarding some of the societies and clubs on campus. For the purposes of this paper, however, I will focus on the aspects of the admittance of women. In additional to leading the push for diversity and

Harthwarth highlights the important roles that women’s colleges played in the United States since 1820 to the present. It reviews the beginning of women’s colleges, the challenges that they did throughout the years for example how women’s colleges became coeducational colleges (pg. 1). Women have suffered a large amount of discrimination or negation in attending school and pursuing a higher level of education. Fortunately, throughout the time, women are gaining more and more opportunities and spaces to develop themselves in different fields where in the past only men were accepted for example in the science, politics, and math fields. Into this article are some arguments that I do not agree with. For example, when it says that women are not

In his video, A Brief History of Sexism in Science, by Michio Kaku made a point that women can easily be shut out of the science field. He told a story of a woman who was not given the opportunity to succeed within her field. He brings up a good point that girls and women are often pushed out or not encouraged to purse science fields. Reading 6, Chilly Classrooms for Female Undergraduate Students, makes the case that female students are not given the educational equality that others are given. Women are often academically discouraged, favoring men over women, and discouraging women in front of male peers and faculty. There is also lack of representation within the field, so it is hard for women and other disadvantaged groups to get ahead, since

In STEM fields today there are only 24% women, even though this is the highest paying area. One must then ask themselves, is it acceptable to have female-focused scholarships and conferences for women in STEM? Making up for the lack of female participation in the STEM field through conferences and scholarships is important because of the wage gaps, lack of female role models, and lack representation of over half the world’s population.

There are many problems and concerns within our public education system, usually surrounding money, public intervention, the latest reforms, as well as unequal gender bias. Gender bias in education is typically thought of the fact that girls are pushed toward classes that are humanities based, while the boys are pushed to take classes that are science and math driven. This then leads into the fact that women make less money than men, so something must be unequal, whether it is education or gender rights, or both. This paper will examine the gender gap in K-12 education, which includes stereotyping and the unequal representation of boys in math and science classes. Since the early 2000s there has been a push for girls to join the Science, Technology, Engineering and Math (STEM) fields, therefore, this paper assesses how that might affect their involvement in the STEM field in college and within the workforce. Lastly, what implications does women’s emergence into the STEM field have on breaking down barriers and stereotypes regarding education and equal pay.

STEM, also known as Science, Technology, Engineering, and Mathematics, is the field that is advancing at a rapid rate. Within STEM, there are many occupations across the four fields. As the years go on, more and more people start to have a growing interest in STEM, but this can’t be said for women. Women almost take up half of the workforce, but when it comes to STEM, women only take about 24%, almost half of the women aren’t participating in STEM. The numbers continue to get worse. From 2000 - 2009, the numbers have remained at a constant 24%. At this rate, employers could potentially see a decline in women, but there have been efforts to change this rate (Beede et al par. 6). This could mean big problems for the world as more problems will arise and there’s nothing to be done because of companies are non-diverse and underemployed. The main problem employers are seeing is gender inequality. Gender inequality is when a group of people, in this case women, are existing with an unequal amount of opportunities and rewards. It’s a big issue and it specifically shows in STEM. Women are underpaid; even though the hourly wage is high, women aren’t present enough in STEM. To address the gender inequality gap, employers and schools should introduce women at a young age. Introducing women early is key because women are being underrepresented, not introducing STEM activities in school and women not being paid as much as men.

Over time it has become increasingly clear that women are often less valued in the workforce than their male counterparts. Troubling research conducted by New York University suggests that work done by women simply isn’t valued as that of a mans; once women start doing a job,“It just doesn’t look like it’s as important to the bottom line or requires as much skill” causing a,“gender bias [to] sneak into decisions.” The United States of America stresses the importance of equal pay and opportunity to any gender despite the field of working to better ensure peace and unity in all countries around the world. Female citizens in United States working in the STEM fields find it frustrating to work just as hard as men yet be less valued. This issue not only affects the United States of America, but affects all women around world. False stereotypes such as, “boys are better at math than girls” causes able, educated women to be oppressed, as we see in many countries, and subjected to gender roles; further increasing the gender gap in STEM fields.

In a similar vein, the National Science Foundation (NSF) in the United States and others have concluded that institutional transformation is required to ensure equal opportunities for the participation and advancement of both genders in science, technology, engineering, mathematics, and medicine (Carnes et al., 2012). Towards this end, for example, the NSF has funded the “ADVANCE” program, which, along with increasing the participation and advancement of women in academic science and engineering careers, seeks to develop best practices for transforming STEM departments and overall institutional workplace climate (see Riffle et al., 2013). Such ADVANCE-funded programs have created, for instance, a system of equity advisors (e.g., senior faculty members) who raise awareness about equity in hiring, retaining, and promoting faculty members in the institution, and who promote a supportive environment by serving as a resource, confidant, and consultant on matters relating to equitable assessment,

This review of the literature draws on the framework of Black feminist theory and critical race theory to examine the experiences of Black women in the spaces of higher education. This work explores the embodiment of racialized and gendered marginalization in the academy. Covering experiences of students, faculty members, and administrators, this literature review addresses the climate of higher education and role Black Feminism and Critical Race Theory play in addressing the intersectionality of race, class, and gender when it comes to operating in white misogynistic arenas. By connecting experiences of Black women scholars, it concludes with the understanding of their experiences in connection to the need and desire to engage as scholars

Since the beginning of American history, there has always been a gap in achievement between the Black and minority community versus their counterparts, the Whites. The difference between the two groups was that of opportunities. Minorities in the United States were initially deprived of all chances at prosperity, and Whites were born into a societal prosperity; an idea that Beverly Tatum calls “White Privilege.” While it is important to acknowledge that the educational gap between African-American and White students has diminished in regards to college enrollment, it is important to evaluate the differences between what affects certain races in attendance and completion of college. The factors that will be considered are family dynamics, finances,

In addition, “Historically Black Colleges and Universities: Sub staining a culture of excellence in the twenty-first century” by Nia Cantey, Robert Bland, and Danielle Joy-Davis shows the data on how historically black universities and colleges are rising to the top. It addresses the issues on funding and the challenges of accreditation at numerous schools. In the rest of this issue it pinpoints the legacy that each individual school has to uphold. I would also like to discuss the instructive approaches by HBCUs consistently making programs that build minority, especially African Americans, cooperation in underrepresented fields like, designing, business, and solution among others. Organizations and companies that are focused on expanding differing qualities regularly look first to understudies selected in HBCUs to fill temporary positions and low maintenance positions that offer true experience and create initiative abilities. HBCUs were set up particularly with the objective of expanding African Americans ' entrance to a school, so undergraduates going to these schools can and will be able to feel enabled by the way that they 're effectively safeguarding and exploiting their rights.

In recent years, there have been consistently more women enrolled in undergraduate studies than men - in 2015, two million fewer men were in an undergraduate program in America. However, only 24% of people with occupations in STEM fields are women, and only 14% of the engineering field is women. It is widely accepted in the engineering world of jobs that more women would only be a benefit. However, the important question is not whether it would be helpful to have more women in engineering, but rather if there should be more incentives, such as scholarships, in American colleges and universities that benefit women in

Throughout the years, education has been known to play a pivotal role in the livelihood of both male and female as it positively correlates to living standards and the quality of life. With education, there are associated plagues which have stigmatized both genders and as a result disparity between the two have blossomed. It should be noted however, that within the educational system the claim of certain gender based biases and discriminatory practices continue to prevail within all aspects of academic life. This long-standing belief has been examined by multiple researchers across decades whom, for the most part provided data to support the claims of gender based discrimination in Education. In a survey taken using the Programme for International Student Assessment (PISA), results have shown that boys outperformed girls in Mathematics (Reilly 2012) and only 14% of the female population pursued scientific careers as opposed to men which were 39% (Porter 2015). Stemming from cultural factors, this gender bias within the American educational system have placed an ongoing strain on the academic and economic opportunities of both male and female students between the ages of 12-19. This research paper specifically sought to examine the body of research concerning gender discrimination in education that directly relates to the United States of America, particularly in Science, Technology, Engineering and Mathematics (STEM) courses/ subjects. It seeks to highlight the causes that

For years, women have been identified as the domestic gender, specifically for staying home to take care of the house, children, and husband. However, as women’s rights have begun to balance out with men’s, in the past century, women have been presented the opportunities to vote, enter the military, have more of a chance to get a job in the workforce, and many other opportunities to better themselves. Women getting jobs in the workforce, specifically science, math, engineering, and technology (STEM) majors, seemed to alarm people when it started becoming more popular. Over the past couple decades though, more women have begun to spark an interest in these fields, making it more acceptable today than it was a few decades ago.