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The Role of Historically Black Colleges and Universities The Role of Historically Black Colleges and Universities

The Role of Historically Black Colleges and Universities - PowerPoint Presentation

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The Role of Historically Black Colleges and Universities - PPT Presentation

Institutional Pathways to the STEM PhD Among Black Students Rachel Upton PhD and Courtney Tanenbaum EdD American Institutes for Research AIR Overview Introduction Blacks in STEM and the Role of HBCUs ID: 276186

black stem graduate phd stem black phd graduate recipients hbcu hbcus undergraduate blacks 2010 degree earned institutional amp debt

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Slide1

The Role of Historically Black Colleges and Universities as Pathway Providers: Institutional Pathways to the STEM PhD Among Black Students

Rachel Upton, Ph.D. and Courtney Tanenbaum,

Ed.D

.

American Institutes for Research (AIR)Slide2

OverviewIntroduction – Blacks in STEM and the Role of HBCUs

Research Questions

Definition of Terms

Methodology and Data Sources

Sample and Analytic Approach

Results

Discussion

Conclusion and Q&A – Share HBCU Issue BriefSlide3

Introduction – Blacks in STEM

Economic growth,

technological

innovation, and

U.S. national

security require a

strong STEM workforce

(American Institutes for Research, 2014).

By

2060, the

U.S.

will

be

a majority-minority nation, with only 43 percent of the

population

composed of single-race, non-Hispanic

Whites

(U.S. Census Bureau, 2012).

Based on the nation’s shifting demographics, the reliance on White, non-Hispanic males to generate the STEM workforce is untenable.

Slide4

Introduction – Blacks in STEM

The participation

of Blacks and other diverse groups of individuals in STEM doctoral programs is severely lacking

.

Blacks

and other underrepresented groups of individuals represent an underutilized source of talent

(George et al., 2001).

In

2008, Blacks represented

12%

of the

population

and

11%

of all undergraduate enrollments, but

earned only 9%

of

STEM bachelor’s degrees in

2009

(American Institutes for Research, 2012).

Slide5

In 2010, Blacks

received: 1) 7%

of all bachelor’s

in

the biological

sciences; 2) 5%

in mathematics and

statistics;

and 3) 4% in engineering (NSF, 2011). In 2009, Blacks earned 2% of all U.S. STEM doctorates, and less than 2% of doctorates in physical sciences (Washington, 2011). This raises questions regarding the extent to which there is equal opportunity, and about educational pathways and characteristics of Black STEM PhDs.

Introduction – Blacks in STEMSlide6

Introduction – The Role of HBCUs

HBCUs

represent just

3%

of

higher

education

institutions, receive r

elatively smallendowments and tend to have low institutional resources than other institutions. By 2010: HBCUs: 22% offered doctoral degree programs (Palmer, Hilton, & Fountaine, 2012). HBCUs: 19% of the nearly 9% of all bachelor’s degrees in science and engineering awarded to Blacks (Gasman & Nguyen, 2014).

HBCUs:

33% of all Blacks with bachelor’s degrees in mathematics and statistics.

HBCUs:

nearly 10% of all Black STEM

doctorates (SED/IPEDS data).

Slide7

Research QuestionsBlack

STEM

PhDs’

institutional pathways

can

provide insight

on who earns

STEM

doctorates at HBCUs, and the extent to which they are supported financially.HBCUs produce a larger percentage of Black STEM bachelor’s degrees than predominantly White institutions (PWIs) (American Institutes for Research, 2012; Strayhorn et al., 2012). Little research investigates HBCUs’ role in Black students’ movement from earning an undergraduate STEM degree to a STEM doctorate. Slide8

Research QuestionsHow

many STEM

doctorates

were awarded to Black students overall and by discipline of study?

What

proportion of Black STEM PhD recipients earned their

doctorates

from HBCUs, and which HBCUs were the top producers of Black STEM PhD recipients? Slide9

Research QuestionsWhat

are the institutional pathways of Black STEM PhD recipients?

How

do the characteristics of Black STEM PhD recipients, including discipline of study

, citizenship status, gender

,

first-generation

college status, and level

graduate student debt, differ by the institutional pathway taken to the STEM doctorate? Slide10

Definition of TermsPWI:

Institution of higher education in which Whites generally account for 50 percent or more of the student enrollment

(Brown &

Dancy

, 2010

).

HBCU:

Institution of higher education in the U.S. that was established prior to 1964 and was created with the intention of serving the Black community

(White House Initiative on Historically Black Colleges and Universities, 2010). Slide11

Definition of TermsInstitutional pathway:

Type of undergraduate and type of graduate institution (HBCU or PWI) through which Black STEM PhD recipients passed in the course of earning a doctorate.

-Four

institutional pathways of Black STEM PhD recipients are

examined:

Undergraduate and Doctoral Degree at HBCU

Undergraduate Degree at HBCU and Doctoral Degree at PWI

Undergraduate Degree at PWI and Doctoral Degree at

HBCUUndergraduate and Doctoral Degree at PWISlide12

Definition of TermsCitizenship status:

PhD recipients who identified as U.S. citizens or permanent residents

defined

as U.S.

citizens.

-PhD

recipients who identified as non-U.S. citizens and nonpermanent residents

defined as non-U.S. citizens. Graduate debt: Four levels of graduate student debt, or the amount of debt accrued during graduate school, by a student at the time of earning the degree: No graduate debt Less than $20,000 graduate debt Between $20,001 and $30,000 in graduate debt Greater than $30,000 in graduate debtSlide13

Methodology and Data SourcesWithin-group design

: study

that examines a single ethnic group or several ethnic groups that are considered a unit, such as Asian Americans

(

McLoyd

& Steinberg, 1998).

Examines

Blacks as a racial group on its own terms and

explores the variation in Black STEM PhDs’ characteristics and pathways to the doctorate. Slide14

Methodology and Data SourcesData were drawn from:

NSF’s

2005–2010 Survey of Earned Doctorates (SED

)

National

Center for Education

Statistics’

(NCES) 2010 Integrated Postsecondary Education Data System (

IPEDS)The SED provided data on student-level demographics and graduate student funding and indebtedness. The 2010 IPEDS data were used to categorize institution type (e.g., HBCU, PWI).Slide15

Methodology and Data SourcesData

examined

between

2005-2010 to

maximize

sample

size and

capture most

recent years of data available at the time. Data suggest that Blacks and other underrepresented minorities exhibited large increase in STEM doctorates, yet constituted only a small percentage of U.S. citizens who earned STEM doctorates. Slide16

Sample and Analytic ApproachFinal

sample size

was (

n

=2,713) of 4,037 Black STEM PhDs. More than one-third of earned an undergraduate degree at an HBCU.

About 13% were

not U.S.

citizens (temporary

U.S. residents or non-U.S. citizens with unknown visa status). Slide17

Sample and Analytic Approach52

% of the sample were

women, and nearly 40% identified as first-generation college students.

Descriptive statistics and chi-square tests of independence

used

to

examine whether the

characteristics of Black STEM PhD recipients differed by

institutional pathway. Statistically significant results were reported at the .05 alpha level. Slide18

Results – STEM PhDs Awarded OverallSlightly

less than

half of all Black STEM PhDs

(

44%)

earned PhDs in the biological and biomedical

sciences.

25% earned

PhDs in engineering. Remaining PhD recipients earned degrees in the physical sciences (17%), while few earned degrees in the computer and information sciences, agricultural sciences, or mathematics and statistics. Slide19

Figure 1. Distribution

of Black STEM PhD Recipients, by Discipline of Study: 2005-2010Slide20

Results – Top HBCU Producers of STEM PhDs

12% (about

n

=326) of all Black

STEM

PhDs

earned

their doctorates

from an HBCU.The majority of Blacks who received a STEM doctoral degree from an HBCU received their PhD from: Howard University (33%) Meharry Medical College (14%) Florida A&M University (9%) Slide21

Institution

Percentage of STEM Degrees Awarded Among HBCUs

Howard University

33

Meharry

Medical College

14

Florida A&M University

9

Alabama A&M University

8

Morgan State University

7

Clark Atlanta University

6

Jackson State University

6

North Carolina A&T University

4

Morehouse School of Medicine

4

Tennessee State University

3

Table 1. Top Ten HBCU Producers of Black STEM PhDs: 2005–2010 Slide22

Results – Institutional PathwaysOne-third

of Blacks who received a STEM PhD

earned

their undergraduate degrees at

HBCUs,

but most

earned graduate

degrees from PWIs (

88%). 9% went to an HBCU for their undergraduate and graduate degree.26% went to an HBCU for an undergraduate degree and then earned their doctorate at a PWI. 62% attended a PWI for their undergraduate and graduate degree.Slide23

Figure 2. Institutional Pathways of Black STEM PhD Recipients: 2005–2010Slide24

Results – Characteristics of Black STEM PhDs

Blacks

most likely to attend the same type of institution for

their undergraduate

and

doctoral degree.

Among HBCU doctorates,

approximately

72% earned their undergraduate degrees from HBCUs. U.S. citizens tended to earn both their undergraduate and graduate degrees from HBCUs than Black non-U.S. citizens (results not shown).Black women more commonly earned HBCU undergraduate degrees than Black men (results not shown). Slide25

Figure 3. Undergraduate and Doctoral Degree Institutions Attended by Black STEM PhD Recipients: 2005–2010 Slide26

Results – Characteristics of Black STEM PhDs

Across STEM disciplines, most Black STEM PhDs attended PWIs for their undergraduate and doctoral study.

Somewhat

more common among Black STEM PhD recipients in the agricultural sciences (48

%) and physical sciences (39%) to earn an undergraduate degree at

an

HBCU.

Earning

an undergraduate HBCU degree was more common among first-generation Blacks than those with at least one parent with a college degree (results not shown). Slide27

Figure 4. Institutional Pathways for Black STEM PhD Recipients, by STEM Discipline: 2005–2010 Slide28

Results – Graduate Student DebtMost Black STEM PhD recipients reported having no graduate student debt after

completing

their doctoral program (

57%) (results not shown).

A

sizable proportion of Black STEM PhD recipients (approximately

21%),

however, had

over $30,000 in debt (results not shown). Across institutional pathways, most students reported having no graduate debt. PhD holders who earned their doctorate at an HBCU (30%) reported having more than $30,000 in graduate debt relative than their counterparts who earned doctorates at PWIs.Slide29

Figure 10. Institutional Pathways for Black STEM PhD Recipients, by Graduate Level Funding: 2005–2010 Slide30

DiscussionSuccess

of HBCUs in producing Black STEM PhD

recipients,

particularly among U.S.-born Blacks, females, and first-generation students,

may be because of their:

Focus

on student

support

and in fostering academic and social integration in science and engineering among Blacks (compared to PWIs). Avoidance of the traditional model of STEM education that promotes the competitive, “survival of the fittest” mentality that is more common at PWIs (Gasman & Nguyen, 2014). HBCUs require fewer “weed-out” courses than most PWIs.Slide31

DiscussionSuccess

of HBCUs in producing Black STEM PhD

recipients may also be because:

HBCUs provide more same-race and same-sex mentors, and more collaboration among Black students and faculty members

(

Allen

, 1992; Allen & Jewell, 2002; Gasman & Nguyen, 2014).

The

transition from HBCU undergraduate programs to PWI graduate programs can be difficult for Black women in STEM. -Black women commonly report academic difficulties and social isolation at PWIs after leaving an HBCU (Brown, 2000; Joseph, 2007; MacLachlan, 2006; Ong, Wright, Espinosa, & Orfield, 2011). Slide32

DiscussionThere are additionally several disadvantages in attending HBCUs:

PWIs

generally enjoy larger endowments,

academic

and financial resources for students, and often lead to stronger career prospects

(

Allen, 1992; Allen & Jewell, 2002;

Strayhorn

, 2008). Black PWI graduates tend to have higher average earnings than those from HBCUs (Strayhorn, 2008). This fact may be important since research suggests that Blacks, particularly those who attend HBCUs, have more economic barriers and financial need (Allen, 1992; Freeman, 1999). Slide33

Conclusion and Q&A – Share HBCU Issue Brief

Future research

-

examine factors contributing to HBCUs’ success in retaining Black STEM

PhDs

, and assess

student

debt among HBCU PhDs to determine what mechanisms could be put in place to increase graduate funding and tuition

support. Slide34

AppendixSlide35

Figure 5. Institutional Pathways for Black STEM PhD Recipients, by Citizenship Status: 2005–2010 Slide36

Figure 6. Institutional Pathways for Black STEM PhD Recipients, by Gender: 2005–2010 Slide37

Figure 7. Institutional Pathways for Black STEM PhD Recipients, by First-Generation College Status: 2005–2010 Slide38

Definitions and Terms

Tuition support:

The level of tuition remission a student received during his or her graduate program tenure (“No tuition support” means a student did not receive any tuition remission; “partial tuition” means less than one third tuition remission, between one third and two thirds tuition remission, or more than two thirds tuition remission; and “full tuition” means

100%

tuition remission.)

Four levels of graduate student funding and tuition support are

defined:

No funding and no tuition

supportFunding but no tuition support Funding and partial tuition support Funding and full tuition support Slide39

Figure 8. Institutional Pathways for Black STEM PhD Recipients, by Level of Graduate Funding: 2005–2010 Slide40

Figure 9. Level of Graduate Student Debt for Black STEM PhD Recipients: 2005–2010