Leveraging national laboratories to increase Black representation in STEM: recommendations within the Department of Energy

International Journal of STEM Education

Commentary

Taylor Childers¹  Michael E. Papka²  Jarrad Hampton-Marcell³  Tasia Bryson⁴  Dorletta Flucas-Payton⁵  Thomas Reed⁵  Spencer Pasero⁶  Cortez Watkins⁶  Jeffrey Larson⁷ 

[1] Argonne Leadership Computing Facility, Argonne National Laboratory, Lemont, IL, USA;Argonne Leadership Computing Facility, Argonne National Laboratory, Lemont, IL, USA;Department of Computer Science, Northern Illinois University, DeKalb, IL, USA;Biosciences Division, Argonne National Laboratory, Lemont, IL, USA;Department of Biological Sciences, University of Illinois at Chicago, Chicago, IL, USA;Department of Counseling & School Psychology, University of Massachusetts, Boston, MA, USA;DuPage County ACT-SO, DuPage, IL, USA;Fermi National Accelerator Laboratory, Batavia, IL, USA;Mathematics and Computer Science Division, Argonne National Laboratory, Lemont, IL, USA;

关键词: Black students;    STEM education;    Department of Energy;    Workforce development;    Higher education;   

DOI  :  10.1186/s40594-022-00394-4

 received in 2022-08-02, accepted in 2022-12-28,  发布年份 2022

来源: Springer

【 摘 要 】

Increasing diversity in STEM disciplines has been a goal at scientific institutions for many decades. Black representation in STEM, however, has remained critically low at all levels (high school, undergraduate, graduate, and professional) for over 40 years, highlighting the need for innovative strategies that promote and retain Black students and professionals in STEM. We refocus efforts on increasing Black representation in STEM by promoting early exposure and continued engagement while leveraging national laboratories—an underutilized resource with immense potential to centralize diversity and inclusion efforts nationally.

【 授权许可】

CC BY   
© The Author(s) 2023