african american education in the u.s. · 2017-05-05 · 12% of enrolled college students 8.7% of...
TRANSCRIPT
12% of enrolled college students
8.7% of all bachelor’s degrees
2.6% of Science & Engineering PhD degrees
American Council on Education, Minorities in Higher Education, 22nd Annual Status Report, Washington, D.C., 2007.
NSF Division of Science Resource Statistics, Survey of Earned Doctorates, 2008
African American Education in the U.S.
U.S. Population Projections
2010 2030 2050 Caucasian 65% 56% 47% African American 13 13 13 Hispanic American 16 23 31 Asian & Pacific Islander 5 7 8 American Indian & Alaska Native 1 1 1
Source: US Census Bureau, August 2008
Why Care about Diversity?
Health Disparities
LaMont Toliver
Health Disparities
Coronary Heart Disease Death Rates : 30% higher for Black Males 30% higher for Black FemalesDiabetes 1 in 4 African American women over 55 has diabetes
Lupus 3-fold higher rate in African American women
Life Expectance 5.4 years longer for White vs African American men
Why aren’t more URM students earning Science PhDs?
Two Common Answers:
“There aren’t many students interested in math and science.”
“The smart ones all go to medical school.”
Facts:
1. Similar percentages of African American and Caucasian Freshmen aspire initially to SEM degrees
(Source: College Board)
2. UMBC typically receives:
> 2,500 Meyerhoff nominations
> 200 completed URM applications (> 80% are Maryland-area students)
for ~45 available Freshman URM slots
Conclusions
Large numbers of talented minority students in high school and early college are interested in SEM fields
Few are retained
Why are so few retained?
Low Expectations
Kristi Pullen
Senior Colleagues
Other URM graduate students
A Pervasive Negative Drumbeat
Exacerbated by Recent News:
Too many PhDs…
Blacks can’t compete for NIH grants!
Climate Change at UMBC
1987 - Black students protested perceived racist attitudes of STEM faculty
2012 - Top origin of Black MD-PhDs - Top White school origin of Black PhDs
Google: Hrabowski and 60 Minutes
NSF 2013 URM DataTABLE 1a. Top 50 U.S. baccalaureate-origin institutions of 2002–11 black S&Ea doctorate recipients, by institutional control, 2010 Carnegie classification, and HBCU status
UMBC is Predominantly White
2012 UMBC OIR
2"or"More"
Am."Ind"
Asian"
Black"
Hawaii/Pac"
Hispanic"
Int'l"
Unkn"
White"
Meyerhoff Scholars Program
Strengths-based program
Open to all students in 1996
19 African American males in 1989
Open to African American females in 1990
Current Meyerhoff Demographics
MAJORS
BIO 42%ENG 43%PHY 15%
271 Funded Students (300 total)
ETHNICITYURM 67%Non-URM 23%
GENDERMale 54%Female 46%
Meyerhoff Alumni — Degrees Attained
Meyerhoff Alumni — Current Enrollments
Early immersion in research
Key Elements
Attract well prepared, high achievers
Early intrusive support, with high expectations
Emphasis on group approaches to learning
Regular evaluation
Outcome Metrics
• Retention
• Academic Performance
• Institutional Impact
• Graduate Placement
• Graduate Program Completion
Results To Date
~ 15 African American PhDs per year
187 African American STEM Masters35 African American MD-PhDs136 African American PhDs since 1996
162 African Americans enrolled in graduate schools
> 1,300 participants since 1989
92% with STEM Degrees65% matriculated to Graduate School
> 900 graduates
The Numbers are High2012 Enrollment Statistics
Nominations
In#State 1619Out#of#State 547Total 2166
Applications SelectionWeek Offers 20127Class
In#State 408 190 83 57Out#of#State 86 31 21 13Total 494 221 104 70
GenderMale 258 124 53 38Female 236 97 51 32
EthnicityAfrican#American 168 70 50 36Asian/Pacific#Islander 152 73 23 15Hispanic 23 13 8 4Caucasian 151 65 23 15
Grad#PlansPh.D. 255 163 76 50MD/Ph.D. 64 47 23 17Masters 18 1 0 0MD 157 10 5 3
Average#GPA 4.01 4.11 4.10 4.07Average#Math#SAT 661 703 703 698
Large pool of high-achievers
~500 Applicants >80% in-state
>50% male
>57% URM
Research interests
> 2,100 Nominations
Robert'Wardlow Elisia'Clark
Strength'of'HS'Curriculum Very%Strong Weak%
High'School'GPA 4.00 3.92
High'School'Courses
AP%Physics,%AP%Statics,%AP%Calculus%(A/B%and%B/C),%AP%Chemistry,%AP%Biology,%IB%Courses PreECalculus,%AP%Biology,%AP%Chemistry
SAT VE680%M@690%WE700%(2070) VE570%M@580%WE580%(1730)
AP'Credits41%(including%Biology%I%w/lab,%Chemistry%I,%Calculus%I/II,%Physics%I/II,%Statistics) 0
High'School'Research
Summer%internships%since%8th%grade%(Temple,%NIH/NIDA)%through%Temple%U%MSTP%Program% None
High'School'Honors
National%Merit%Scholarship%Semifinalist,%AP%Scholar,%1st%Place%New%Jersey%MERCK%State%Science%Day%Test,%7th%Place%in%New%Jersey%Science%League Science%and%Tech%Student
UMBC'Major Biochemistry%and%Molecular%Biology Biochemistry%and%Molecular%Biology
UMBC'Math'Placement Calculus%III PreECalculus
Collegiate'Research'Experiences UMB,%Stanford,%Weill%Cornell%Medical%College,% UMBC,%Harvard,%University%of%Pennsylvania
UMBC'Honors
HHMI%Scholar,%HHMI%EXROP%Participant,%ABRCMS%Oral%Presentation%Winner,%PreEMARC,%Goldwater%Scholar,%MARC,%Rhodes%Scholarship%Finalist,%%2012%Nobel%Lindau%Meeting%Participant,%Phi%Beta%Kappa,%UMBC%%Class%of%2012%Salutatorian
HHMI%Scholar,%Meyerhoff,%PreEMARC,%MARC,%Cum%Laude%Graduate%
UMBC'GPA 4.00 3.58
Graduate'School'Acceptances
MD/PhD%E%JHU,%Harvard,%Washington%University,%UCSF,%U%Michigan,%U%Chicago,%Weill%Cornell%Medical%College PhD%E%U'Penn,%UNC,%NIH%GPP
Student 1 Student 2Representative Students (recent Meyerhoff graduates)
A broader effect (2006)
Summers & Hrabowski, Science 311, 1870-1871 (2006)
450 African American S&E majors enrolled in 2005(only 140 are Meyerhoffs)
African American S&E GPAs at Graduation match Caucasians
75 African American S&E graduates in 2005 (35 Meyerhoffs)
Students who declined:
.....are 6 times less likely to pursue STEM graduate degrees
Graduate with similar GPAs, but...
.....are half as likely to graduate with STEM degrees
Maton et al., J. Women Minor. Sci. Eng. 15:15-37 (2009)
URM S&E PhD Productionat UMBC
Meyerhoff IMSD Program at UMBC
Meyerhoff IMSD Graduate Program Components
Outreach: Summer Research Program for Undergraduates (non-UMBC)
Summer Bridge
Ten-weeks for first-year students included research rotation, a Technical Writing or Problem Solving Course, and social activities.
Monthly meetings
Seminars by mentors and guest speakers, especially by established underrepresented scientists
Annual weekend retreat
Student travel to scientific meetings to present thesis research results
Counselor to provide consultation, assistance and support
Influence of IMSD on URM PhD Enrollment and Degrees
0"
2"
4"
6"
8"
10"
12"
1985
-86
1986
-87
1987
-88
1988
-89
1989
-90
1990
-91
1991
-92
1992
-93
1993
-94
1994
-95
1995
-96
1996
-97
1997
-98
1998
-99
1999
-00
2000
-01
2001
-02
2002
-03
2003
-04
2004
-05
2005
-06
2006
-07
2007
-08
2008
-09
2009
-10
2010
-11
2011
-12
2012
-13
2013
-14
2014
-15
URM PhDs Awarded
6 URM PhDs from 1987-1997
68 PhDs from 2005-2015(+ 28 advanced to candidacy)
102 URMs currently enrolled (Fall 2016)
84% retention since inception
0
20
40
60
80
100
1997-9
8
1998-9
9
1999-0
0
2000-0
1
2001-0
2
2002-0
3
2003-0
4
2004-0
5
2005-0
6
2006-0
7
2007-0
8
2008-0
9
2009-1
0
2010-1
1
2011
-12
2012-1
3
2013-1
4
2014-1
5
2015-1
6
2016-1
7
Total Other Support
Total IMSD Funded
Total Enrolled
29 Tenured/ Tenure Track
20 Adjunct Appointments
49 URM Faculty Appointments (Since 2002)
Table 1. URM STEM faculty who received training at UMBC or UMB Student, current degree Training Current Institution Department Rank
UMBC O. Adekunle, MS BS Blue Ridge Comm. Coll. Computer Science Instructor D. Y. Johnson, PhD BS Clemson University School of Education Asst. Prof. K. Dzirasa, MD-PhD BS Duke University Psych. & Behav. Sci. Asst. Prof. C. Hedgepeth, MD-PhD BS Harvard University Medicine Instructor K. Stancil, PhD BS Howard University Physics Asst. Prof. J. Adams, MD, MPH BS Indiana University Anesthesiology Asst. Prof. C. Watkins, MD-PhD BS Johns Hopkins Psychiatry Asst. Prof. O. Myers, PhD BS,PhD Mississippi State Mech. Engineering Asst. Prof. S. Moore, MD BS Morehouse College Clinical Pediatrics Assoc. Prof. S. Williams, PhD* BS Notre Dame of Maryland Pharm. Sciences Asst. Prof. L. Neeley, PhD BS Olin Coll. of Engineering Design & Entrepren. Asst. Prof. N. H. Durant, MD-MPH BS U Alabama Birmingham Pediatrics Asst. Prof. S. Boykin-Wallace, MD BS U Alabama Birmingham Pediatrics Asst. Prof. O. Adefeso, PhD BS University of Michigan Chemical Engineering Asst. Prof. L. Jenkins, PhD. BS University of Washington Marine Environ. Affairs Asst. Prof. C. Harris, PhD BS Winthrop University Chemistry Adj. Asst. Prof. K. McAnts-Price BS Stevenson University Psychology Adj. Asst. Prof. N. Harmon Durant BS U. Alabama Birmingham Pediatrics Asst. Prof. J. Caban, PhD PhD UMBC Comp. Sci/Elec. Eng. Adj. Asst. Prof. O. Okusagav PhD UMBC Comp. Sci./Elec. Eng. Adj. Asst. Prof. N. Werts, PhD PhD Towson University Health Sciences Asst. Prof. W. Russell, PhD PhD George Washington Univ. Information Systems Adj. Asst. Prof. R. Vallejosv PhD Univ. Tech. Fed. Chile Mathmatics Assoc. Prof. S. Hawkins-Spriggs, PhD PhD Howard Commun. Coll. Chemistry Adj. Asst. Prof. H. Wimms, PhD PhD Stevenson Univ. Psychology Adj. Asst. Prof. N. Briones-Vargas, PhD PhD Howard Commun. Coll. Biochemistry Adj. Asst. Prof. T. Rogatko-Doyle, PhD PhD LaSalle Univ. Psychology Adj. Asst. Prof. D. Ward, PhD PhD Stevenson Univ. Chemistry Asst. Prof. T. Felix, PhD PhD Commun. Coll. Baltimore Biology Adj. Asst. Prof. J. Weaver, PhD PhD U. New Mexico, Albuquerque Chemistry Asst. Prof. M. Litovich, PhD PhD Wesleyan U./Amer. Intl. Coll. Psychology Asst. Prof. G. Ettienne-Modeste, PhD PhD Univ. Connecticut Mech. Engineering Asst. Prof. M. Massiah, PhD PhD Oklahoma State/Georgetown Chem. & Biochem. Assoc. Prof. G. Perez-Alvarado, PhD PhD Univ. Southern Illinois Chem. & Biochem. Asst. Prof. R DeGuzman, PhD PhD Kansas Chem. & Biochem. Assoc. Prof. B. Tolbert, PhD Postdoc Case Western Reserve Chem. & Biochem. Asst. Prof.
UMB Q. Samus, PhD PhD Johns Hopkins University Psychiatry Asst. Prof. T. S. Vasaitis PhD PhD U. Maryland Eastern Shore Pharmaceutical Sci. Asst. Prof. J. Reader PhD PhD U. Maryland U. College Biology Adj. Asst. Prof. S. Williams ,PhD* PhD Notre Dame of Maryland Pharm. Sciences Asst. Prof. M. Capes PhD Dine College (Navajo tribal) Biology Adj. Asst. Prof.
*BS UMBC; PhD UMB 40 Total Faculty. 26 Tenured/Tenure Track; 14 Non-tenure track
LONG-TERM IMPACT
The Meyerhoff Program is 28 years old….
has lead to broad institutional culture change
There is no reason it can’t be broadly replicated
MAP Experiment
Can Meyerhoff-like outcomes be achieved atlarger research universities
with different histories,and different geographies,
and different institutional cultures, but with like-minded leadership?
A. Develop Meyerhoff-like STEM inclusion programs at Partner Institutions that lead to significant, quantifiable increases in URM academic performance, retention in STEM, and matriculation to STEM doctoral programs.
B. Enhance inclusive institutional cultures at UNC-CH and PSU.
C. Document and assess the implementation and outcomes of programmatic MYSP Elements and determine which elements could not be easily replicated and required institution-specific adaptation.
D. Develop a more granular understanding of the goals and benefits of individual elements of the Meyerhoff program.
E. Determine if Partnerships can serve as an effective paradigm for disseminating inclusive STEM practices.
Goal: Establish inter-institutional partnerships with the following aims:
PSU and UNC are different from UMBC, different from each other
Both Carnegie Research-Very High
PSU: very large student body; isolated, less diverse environment
UNC-CH: large student body; diverse environment; excellent graduate inclusion history
1. Quantitative Student Outcomes• Both campuses exceeding early MYSP outcomes,
achieving present-day MYSP outcomes.
0
10
20
30
40
50
60
70
80
90
100
Cohort-1 Cohort-2 Cohort-3 Cohort-4
%URM
MSP1-4 CSSP1-4 MYSP1-4 MYSP25-28
65
70
75
80
85
90
95
100
Cohort-1 Cohort-2 Cohort-3 Cohort-4
CumulativeRetention
MSP1-4 CSSP1-4 MYSP1-4 MYSP25-28
3.1
3.2
3.3
3.4
3.5
3.6
3.7
3.8
3.9
4
Cohort-1 Cohort-2 Cohort-3 Cohort-4
CumulativeGPA
MSP1-4 CSSP1-4 MYSP1-4 MYSP25-28
0
10
20
30
40
50
60
70
Cohort-1 Cohort-2 Cohort-3 Cohort-4
CohortSize
MSP1-4 CSSP1-4 MYSP1-4 MYSP25-28
1. Quantitative Student Outcomes
2. Institutional Climate Change
• Both campuses exceeding early MYSP outcomes, achieving present-day MYSP outcomes.
• Clear, palpable change has occurred on both campuses. Major long-term financial commitments, program expansion, new hires, institutionalization of the programs, all positive signs of significant climate change.
Conclusions: Undergraduate
Large numbers of URMs are interested in SEM.... but few are retained
Yes, we are cherry picking.... but too many cherries go unpicked
Yes, high achievers will succeed without support.... but they are less likely to pursue SEM PhD
URM PhD applicants are growing steadily.... Outreach is critical
Key decisions are made by the faculty(recruitment, guidance, candidacy, etc.)
.... Faculty (not admin) can lead the development of PhD inclusion efforts
Conclusions: Graduate Training
Meyerhoff-like outcomes can immediately be achieved at large, predominantly majority research universities
Conclusions: Replication
- Facilitated by inter-institutional partnerships
- Requires like-minded administrative and faculty leadership