Overview

The purpose of this book is to describe critical success factors impacting students pursuing degrees in science, technology, engineering, and mathematics at historically Black colleges and universities. The information in this book is designed to enhance strategies and research to improve students’ engagement experiences, graduation rates, and career development outcomes.

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9780761867883

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The realities that challenge efforts of HBCUs to increase the number of graduates and students moving on to advanced studies in the STEM disciplines are well documented. Advancing Educational Outcomes in Science, Technology, Engineering, and Mathematics at Historically Black Colleges and Universities provides a wealth of the research-based information and strategies that are critical in the development of fresh thinking on how such institutions of higher education can improve on their performances in these academic areas. Such quantitative and qualitative data is vital if there is to be an increase in scientists, engineers and mathematicians produced by Historically Black Colleges and Universities. This book is a must resource for all HBCUs that have developed significant STEM emphases and priorities. -- Harry L. Williams, President, Delaware State University This volume is a must read for all college and university faculty members and administrators who are committed to expanding STEM opportunities at Historically Black Colleges and Universities. The editors and authors have done a superb job of highlighting policies, programs and practices that make a documented difference. This insightful, research-based volume can do much to positively impact minority participation in STEM. -- Charlie Nelms, Chancellor Emeritus, North Carolina Central University & Senior Scholar Every week I read reports or attend meetings which discuss the need for more people skilled in the STEM areas. As the United States continues to see increases in people of color, HBCUs have seen their role grow in producing STEM specialists, continuing to produce a disproportionate number of African Americans with degrees at all levels. This text provides not only context and evidence of this work, but offers concrete examples both programmatically and strategically that can further enhance the work that HBCUs are doing to enhance educational outcomes in science, technology, engineering and math. -- Walter M. Kimbrough, President, Dillard University

Author Information

Lamont A. Flowers the Distinguished Professor of Educational Leadership and executive director of the Charles H. Houston Center for the Study of the Black Experience in Education in the Eugene T. Moore College of Education at Clemson University. Lawrence O. Flowers is associate professor of biology and department chair of biology at Livingstone College. James L. Moore III is the EHE Distinguished Professor of Urban Education and executive director of the Todd Anthony Bell National Resource Center on the African American Male at The Ohio State University.

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