Literature Resources for Broadening Access to Science & Math
Sara Lopez (left) & Lisa Short (right)
This collection was initially developed by 2005 Science Scholars Lisa Short and Sara Lopez
(Carleton, '09) in the summer of 2006, in collaboration with Mary Savina (Geology) and Trish Ferrett (Chemistry, CISMI). The project was based at Carleton's Science Education Resource Center
(SERC). Sara's and Lisa's contribution to surveying the literature and existing programs elsewhere to develop these resources (and many of the abstracts below) is greatly appreciated.
Many of these resources were taken from the extended reading list for the Symposium on Diversity in the Sciences held at Harvard University in November 2005 (attended by several Carleton faculty and staff).
Jump down to: Stereotype Threat
| Problem Solving
| Effective Work in Diverse Groups and Teams
| Legal Isses
| What Works for Underrepresented Students at Other Institutions
| Women in Science
| Degree Progress for Underrepresented Groups in STEM Fields
| The National Agenda
| Articles in the News
Stereotype Threat: "The threat of being viewed through the lens of a negative stereotype, or the fear of doing something that would inadvertently confirm that stereotype." Research shows that when students felt they were being judged by stereotypes, they performed less well; this was found to be more true of higher-achieving students (from 1999 article below by Claude Steele).
G.L. Cohen, J. Garcia, N. Apfel and A. Master (2006). "Reducing the Racial Achievement Gap: A Social-Psychological Intervention" (Acrobat (PDF) 230kB Sep7 06), Science 313, p. 1307-1310. Listen to Sept. 1, 2006 Science Podcast
Michael Johns, Micheal, Schmader, Toni and Martens, Andy (2005). "Knowing is Half the Battle. Teaching Stereotype Threat as a Means of Improving Women's Math Performance", Psychological Science 16, p. 175-179.
Women tend to perform worse on math problems when the problems are described as a "math test". According to research on stereotype threat, this underperformance phenomenon is due to fright of confirming a negative stereotype about a group. To combat and solve this problem, a study was created where math tests were given to undergraduate men and women under different levels of awareness about stereotype threat. The study concludes that teaching students about stereotype threat offers a possible solution to reduce its negative effects. (Sara Lopez)
Cohen, Geoffrey L. and Steele, Claude M. (2002). "A Barrier of Mistrust: How Negative Stereotypes Affect Cross-Race Mentoring". In Improving Academic Achievement, Chapter 15, Elsevier Science (USA).
Steele, Claude M. (1999). Thin Ice. "Stereotype Threat" and Black College Students, Atlantic Monthly 284 (2).
ReducingStereotypeThreat.org. Research on successful methods for reducing stereotype threat.
Steele, Claude (1997). "A Threat in the Air: How Stereotypes Shape Intellectual Identity and Performance" American Psychologist 52, 613-629.
This article describes the impact of a stereotypic threat on a student's performance in the classroom. Gathering statistics from the literature on various testing data, Steele demonstrates that because of stigma associated with women and blacks in the classroom, a large performance disparity forms compared to their respective counterparts in higher education. It is shown that there are stereotype threats, or social-psychological threats that take effect when a person is in a situation where a negative stereotype can be applied to them. Because of these stereotype threats, minorities such as a blacks and women are less likely to continue or develop an interest in math and the physical sciences. (Lisa Short)
Effective Work in Diverse Groups & Teams
Schreyer Institute for Teaching Excellence, Penn State University, Puzzled About Teams, by Gill, Heermans, and Herath.
Larry K. Michaelsen, Arletta Bauman Knight, and L. Dee Fink, editors (2004). Team-Based Learning: A Transformative Use of Small Groups in College Teaching. Stylus Publishing.
Asera, Rose, "Pipeline or Pipedream: Another Way to Think about Basic Skills", Carnegie Conversations, posted Aug. 14, 2006.
On teaching problem solving:
Mervis, Jeffrey, "U.S. Plans Suit to Stop Minority-Only Programs" Science 310 (November 25, 2005).
According to complaints by some groups, programs that are targeted at certain underrepresented minority groups (Hispanics, African Americans, and Native Americans) violate the civil rights of Caucasian students. After such complaints, and the demands of conservative groups to cancel such programs (like "Bridges to Doctorate" sponsored by Southern Illinois University and the National Science Foundation), institutions now have to find a way to increase the number of minority scientists without discriminating against the rest of the student population. (Sara Lopez & Trish Ferrett)
What Works for Under-Represented Students at Other Institutions
Biology Scholars, UC Berkeley
Cornell University Working Group (2006). Eliminating Racial and Ethnic Disparities in College Completion and Achievement: A Teagle Working Group on What Works and Why
Gandara, Patricia, and Maxwell-Jolly, Julie "Priming the Pump: Strategies for Increasing the Achievement of Underrepresented Minority Undergraduates". The College Board (December 1999). The most recent review article on this topic.
Summers, Michael F. & Hrabowski III, Freeman A. "Preparing Minority Scientists and Engineers" Science 311 (March 31, 2006). On the nationally recognized Meyerhoff Scholars Program at the University of Maryland, Baltimore County. Also see the 2004 Evaluation report on this program.
This article talks about the Meyerhoff Scholars Program, founded in 1989, at the University of Maryland, Baltimore County. The program is devoted to eradicating the belief that underrepresented students, particularly blacks, are not interested on pursuing careers in the sciences. Up to 2006, the program has supported 768 students, 260 of which are currently undergraduates. According to the data presented, students who entered the program are twice as likely to earn a science or engineering bachelor's degree, and 5.3 times more likely to enroll in post-college graduate study. The program model is comprised of four objectives: academic and social integration, knowledge and skill development, support and motivation, and monitoring and advising. Key program elements include: 1) recruiting a substantial pool of high-achieving minority students with interest in science and engineering, 2) merit based scholarships, 3) an orientation program for incoming freshman, 4) recruiting research-active faculty to work with the students, and 5) involving students in research as early as possible. The program encourages students to excel, earn top grades, and prepare for graduate school. They note that encouraging high academic performance in the first two years is critical. (Sara Lopez)
Matsui, John, Liu, Roger, and Kane, Caroline M. "[link Cell Biology Educationhttp://www.lifescied.org/cgi/content/full/2/2/117" Cell Biology Education 2 pp. 117-121 (2003). On the nationally recognized Biology Scholars Program.
This article discusses the Biology Scholars Program (BSP) that was started to give students a support system while enrolled in a biology program - specifically in molecular and cell biology. In addition to providing a curricular support system, BSP has the intention of increasing the number of students who obtain undergraduate degrees in the biological sciences. The support includes not only help inside the classroom, but outside as well, helping participants with choosing a major, careers, and the typical "high-school-to-college" adjustments that a lot of students initially face. This article shows that students in this program benefit greatly from the support and are doing better compared to non-participants in terms of GPA and graduating with a degree in Biology. However, the research has raised questions about the reasons for program success: What role has BSP had in student success? What can other institutions do to help their undergraduates replicate this success?
Fullilove, Robert E., and Philip Uri Treisman (1990). "Mathematics Achievement Among African American Undergraduates at the University of California, Berkeley: An Evaluation of the Mathematics Workshop Program". Journal of Negro Education 59, 463-478.
Women in Science
Barres, Ben A. "Does Gender matter?" Nature 442, 133-136 (13 July 2006). Published online 12 July 2006. (Carleton online access through the Bridge at Gould Library).
The suggestion that women are not advancing in science because of innate inability is being taken seriously by some high-profile academics. Ben A. Barres explains what is wrong with the hypothesis.
Lederman, Doug (2006). The Real Barriers for Women in Science, InsiderHigherEd.com, Sept. 19, 2006. (original report immediately below)
National Academy of Science, National Academy of Engineering, and Institute of Medicine (2006). Beyond Bias and Barriers: Fulfilling the Potential of Women in Academic Science and Engineering (2006). Committee on Maximizing the Potential of Women in Academic Science and Engineering & the Committee on Science, Engineering, and Public Policy. National Academies Press, Washington, D.C.
Degree Progress for Underrepresented Groups in STEM Fields
"Good News! A Record Number of Doctoral Degrees Awarded to African Americans" The Journal of Blacks in Higher Education (2005).
This article celebrates the steadily increasing statistics in African Americans earning Ph.D.s. Not to cloud this accomplishment, the article also discusses how few of the degrees obtained are in the sciences. There are multiple subdisciplines in science that had no degrees obtained at all (such as astrophysics, engineering physics, etc.). There is still a huge difference between the numbers of whites that earn a Ph.D. in the natural sciences compared to blacks. The article also says that a large number of the doctoral degrees received by African Americans were in the field of education. (Lisa Short)
"Black Student Graduate Rates Remain Low, But Modest Progress Begins to Show" (Acrobat (PDF) 2.9MB Aug3 06), Journal of Blacks in Higher Education. Winter 2005/2006.
The National Agenda
Alberts, Bruce, "A Wakeup Call for Science Faculty" Cell 123, December 2 (2005). Bruce Alberts, a biochemist, is the past President of the National Academy of Science; known as the"education president".
In this article, Bruce Alberts urges science faculty to change the way of teaching science to undergraduates in colleges and universities. From his personal experience when he was a college student at Harvard, science education focused on teaching students what was already discovered. Not until he spent time in a real research laboratory was he able to understand the purpose and nature of science. His theory is that by teaching science as an inquiry process, rather than as a sequence of facts and data memorization, students will feel more connected to the subject. He argues that these days, when in some high schools theories like "evolution" and "intelligent design" are banned from the classroom, it is important to emphasize the importance of teaching science and make a big effort to increase the appeal of science to students and the public. (Sara Lopez)
Articles in the News
The Weekly Bulletin from the Journal of Blacks in Higher Education
Daily news from InsideHigherEd.com
"So that's why they're leaving", InsideHigherEd.com (July 26, 2006).
The author, David Epstein, attributes the lower proportion of students majoring in science and math with lower grades in science, the weedout culture of introductory courses, and the large, impersonal, and "coldly quantitative" nature of these courses. He also implicates the "vertical" nature of the college math and science curriculum, which delays hands-on work until the fundamentals are learned in the first two years of highly formulaic coursework. (Trish Ferrett)
"If there's a will", InsideHigherEd.com (May 12, 2006).
David Epstein writes about a UC Berkeley study on how to develop graduate students of color in STEM fields. Mentoring through a close relationship with a faculty member is one key to succcess. (Trish Ferrett)
Seymour, E., & Hewitt, N.M. (1997). Talking about leaving: Why undergraduates leave the sciences. Boulder, CO: Westview Press.
Widely cited, in-depth study examining why students leave science majors.. The chapter on minority students briefly reviews existing knowledge, and portrays a number of factors which differentiate SEM major "switchers" from "non-switchers".
Tinto, V. (1987, 1993). Leaving college: Rethinking the causes and cures of student attrition. Chicago: The University of Chicago Press.
Widely cited, broad-based book which examines factors that influence student attrition from college–includes discussion of factors related to attrition among minority students.