The Quest for Excellence: Supporting
the Academic Success of Minority
Males in Science, Technology,
Engineering and Mathematics (STEM)
Lorenzo L. Esters, Ed.D.
Oak Ridge Associated Universities
Thursday, March 15, 2012
1
Overview
• Changing Student Demographics in the U.S. with a
focus on males of color in STEM disciplines
• Purpose of the Minority Male STEM Initiative
• Minority Male STEM Initiative’s methodology,
theoretical foundations, and key findings
• Discussion of implications for practice and policy
2
Millions
U.S. Population Growth by Race/Ethnicity
Actual and Projected
225
200
175
150
125
100
75
50
25
1990
1995
Asian
Black
2000
Hispanic
Source: U.S. Department of Education, National Center for
Education Statistics, IPEDS Completion Survey
2005
Native Am
2010
White
2015
2020
Other races
3
Changing Demographics of the Undergraduate
Student Population (1980-2009)
Percent Distribution by race/ethnicity
Source: U.S. Department of Education, National Center for
Education Statistics,
4
Bachelor's Degrees Awarded at
Public 4-year Institutions by Race/Ethnicity
700,000
600,000
Between 2000 and 2009,
undergraduate degrees at 4year public institutions increased
26%, from 754,000 to 954,000.
500,000
400,000
300,000
200,000
100,000
1988-89
1993-94
Asian
Black
1998-99
Hispanic
2003-04
Native American
2008-09
White
5
5-Year Completion: Men & Women Who
Started as STEM Majors (public institutions only)
70%
62%
Women
60%
Men
54%
44%
41%
33%
White
Asian American
Source: Higher Education Research Institute, UCLA
Latino
34%
35%
29%
Black
Native American
6
The High Cost of Attrition
(US Public Universities,
n=512)
S
First Time in College*
First Year Attrition (21.4%)*
Cost in Tuition & Fees**
Cost in State Subsidy**
Total Loss
~800,000
~171,200
$1,058,872,000
$1,265,339,000
$2,324,211,000
*IPEDS, 2006, NCES reports a higher number of FTIC, about 1,000,000
**Delta Cost Project, using average tuition and state subsidy, 2008
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Gap in Enrollment by Gender
Projected to Widen
1993
2007
2018
(projected)
Male
45
43
41
Female
55
57
59
Source: National Center for Education Statistics. (2009b).
Projections of Education Statistics to 2018.
8
Male Population and STEM Bachelor Degrees
% U.S. population ages 15-24 (2008)
% STEM bachelor’s degrees awarded (2008)
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Why Focus on Minority Males Now?
“…this country needs and
values the talents of every
American. That is why we will
provide the support necessary
for you to complete college and
meet a new goal: by 2020,
America will once again have
the highest proportion of college
graduates in the world.”
- President Barack Obama
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APLU Minority Male STEM Initiative
Purpose
• To identify practices and activities that support the
enrollment, retention, and graduation of males of
color in Science, Technology, Engineering and
Mathematics (STEM) disciplines
• To better understand the perceptions and
experiences of students, faculty, and administrators
on university campuses
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Minority Male STEM Initiative Goals
• Understand the factors that limit STEM success in
higher education
• Prescribe systemic remedies that seek to address
and mitigate structural barriers
• Create a national agenda toward helping minority
males achieve success in STEM disciplines
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Theoretical and Conceptual Foundations
1. Bandura’s Social Cognitive Theory
Personal
Accomplishment
Vicarious
Experiences
Verbal
Persuasion
2. Astin’s Theory of Student Involvement
“The amount of student learning and personal development
associated with any educational program is directly
proportional to the quality and quantity of student involvement
in that program.”
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Methodological Framework
Institutional
Characteristics
Nonacademic
Experiences
Demographic
Traits
Reciprocal Causation
Educational
Outcomes
(e.g.,
graduation)
Academic
Experiences
Institutional Context
Pascarella & Terenzini, 1991, 2005
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Overview of the Survey
1. STEM Undergraduate Students of Color
2. Faculty in STEM Disciplines
3. Senior Administrators
15
Quantitative Components of the Survey
1. Demographic and Background Information
2. Perceptions of the Classroom and University
3. Participation in Programs, Services, and Academic
Support Opportunities
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MMSI Participating Institutions
PWIs
HBCUs
TCUs
Asian/Pacific Islanders
HSIs
• University of Alabama, Birmingham (Alabama)
• SUNY Stony Brook (New York )
• Purdue University (Indiana)
• Southern University (Louisiana)
• Florida A&M University (Florida)
• Delaware State University (Delaware)
• Salish Kootenai College (Montana)
• University of North Carolina, Pembroke (North Carolina)
• University of Alaska, Anchorage (Alaska)
• University of Hawaii, Hilo (Hawaii)
• University of Illinois Chicago (Illinois)
• University of Texas, El Paso (Texas)
• New Mexico State University (New Mexico)
• Florida International University (Florida)
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Survey Respondents
• 563 minority males in STEM
– 18% African American (100)
– 21% Asian/Pacific Islander (121)
– 55% Latino (311)
– 5% Native American (31)
• 441 minority females in STEM
• 137 faculty
• 71 administrators
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Profile of Minority Male Respondents
•
93% full-time students
•
38% freshmen/sophomores, 62% juniors/seniors
•
Typical GPA between 3.00 and 3.49
•
55% received Pell Grants, 48% had student loans
•
45% had a parent with bachelor’s degree or higher
•
51% aspired to earn a doctoral degree
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What individual or experiences during your
pre K-12 years fostered your interest in STEM?
Top Three Answers
1.
Teachers
2.
Tutors
3.
Exposure to a STEM Professional
20
Why did you choose to major in STEM?
Top Four Answers
1. Educational aspirations
2. Interest in STEM fields of study
3. Employment goals (wanted to make good money)
4. Success in STEM courses
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Qualitative Components of the Survey
1. How would you characterize your relationships and
interactions with the faculty in your STEM major?
2. What role are your parents or legal guardians
playing in your college education?
3. After graduation, to what extent do you believe that
you will have the prerequisite skills and needed
academic preparation to competitively enter your
occupation of choice?
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In Their Own Voices
“I developed a great interest…from a friend of the
family who tutored me in math.”
“My mother was the inspiration to me and guided
me academically.”
“I always wanted to help other people…when I was
a teenager my pediatrician got me interested in
medicine.”
23
How much time do you spend working
for pay? (On or off campus)
24
Overall, my interaction with STEM faculty
members has been positive…
25
I feel the need to “prove myself" to professors
I feel professors are available/approachable
when I need them
• Need to “prove myself”
• 71% agreed or strongly agreed
• 15% disagreed or strongly disagreed
• Feel supported by faculty
• 71% agreed or strongly agreed
• 12% disagreed or strongly disagreed
26
My professors perceive me or interact
with me differently than other STEM students
27
In the past year, indicate which of the
following resources you used
Service Used
Yes
No
Career Counseling Services
44%
55%
Mentoring Programs
22%
73%
Undergraduate Research
32%
63%
STEM Focused Club/Program
41%
56%
Study Groups
60%
39%
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Overall, I enjoy my STEM courses
29
I feel support from my peers in STEM courses
30
My professors are sensitive to my
cultural background
31
My professors are available/approachable
when I have questions
32
Estimate the proportion of time you typically
spend working on research with students
• Lower division students: Average response 15%
(freshmen & sophomores)
• Upper division students: Average response 28%
(juniors & seniors)
• Graduate students: Average response 51%
(masters & doctoral)
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How does your institution track the
recruitment, retention, and graduation of
males of color in STEM?
“It does not.”
“We do not yet have a data evaluation plan.”
“We have a program for Males of Color that is
managed by a Male of Color.”
“Individual programs track overall success.”
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RECRUITMENT: Implications for Action
A. Quality counseling and advisement in elementary
& secondary school
B. Rigorous curriculum and college-preparatory
courses in high school
C. K-12, Community College, and 4-year University
Partnerships
D. Targeted attention to special needs of low-income
and first generation college applicants
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RETENTION: Implications for Action
A. Protect and expand Pell grants and need-based
scholarships
B. Reduce feelings of isolation among minority
males on college campuses
C. Foster more personal and meaningful
relationships with faculty
D. Use data to track success and ensure
accountability
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GRADUATION: Implications for Action
A. Track outcomes by race, gender and academic
discipline
B. Initiate changes in the academic processes when
necessary
C. Encourage students to participate in internships
and research as undergraduates
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Next Steps for MMSI
• Publication of several Policy Briefs in 2012
• Race
• Gender
• Institutional Type
• STEM Pipeline Enhancement Effort
38
For more information:
Lorenzo L. Esters
Vice President, APLU
202-478-6056
lesters@aplu.org
www.aplu.org/mmsi
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