Increasing the number of African American PhDs in the sciences and engineering: a strengths-based approach

The American Psychologist
Kenneth I Maton, Freeman A Hrabowski

Abstract

Fifty years after Brown v. Board of Education, the percentage of African American students who receive PhDs in natural science, technology, engineering, or mathematics (STEM) fields remains disappointingly low. A multifaceted, strengths-based approach to intervention and research that holds great promise for increasing the number of African American students who achieve at the highest levels academically is described. This work began in 1988 with the development of the Meyerhoff Scholars Program for undergraduate minority STEM majors at the University of Maryland, Baltimore County (UMBC). If current PhD receipt rates of program graduates continue, UMBC will in all likelihood become the leading predominantly White baccalaureate-origin university for Black STEM PhDs in the nation. The program is described and outcome and process findings from its ongoing evaluation are highlighted. The parenting practices that helped these youths to overcome the odds and achieve at the highest levels prior to coming to college are also examined.

References

Jun 1, 1992·The American Psychologist·L SteinbergB B Brown
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Citations

May 9, 2006·American Journal of Community Psychology·Rhona S Weinstein
Jun 20, 2008·Journal of Genetic Counseling·Ilana Suez Mittman, Katy Downs
Sep 16, 2004·The American Psychologist·Rhona S WeinsteinMichael J Strambler
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Jan 1, 2017·Journal of Experimental Education·Paul R HernandezP Wesley Schultz
Apr 1, 2006·Science·Michael F Summers, Freeman A Hrabowski

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