Overview

1. The Quest for Excellence: Supporting the Academic Success of Minority Males in Science, Technology, Engineering and Mathematics (STEM) Lorenzo L. Esters, Ed.D. Oak Ridge Associated UniversitiesThursday, March 15, 2012

2. Changing Student Demographics in the U.S. with a focus on males of color in STEM disciplines Purpose of the Minority Male STEM Initiative Minority Male STEM Initiative’s methodology, theoretical foundations, and key findings Discussion of implications for practice and policy Overview

3. U.S. Population Growth by Race/EthnicityActual and Projected Source: U.S. Department of Education, National Center for Education Statistics, IPEDS Completion Survey

4. Changing Demographics of the Undergraduate Student Population (1980-2009) Percent Distribution by race/ethnicity Source: U.S. Department of Education, National Center for Education Statistics,

5. Bachelor's Degrees Awarded at Public 4-year Institutions by Race/Ethnicity 700,000 600,000 500,000 400,000 300,000 200,000 100,000 Between 2000 and 2009, undergraduate degrees at 4-year public institutions increased 26%, from 754,000 to 954,000. 1988-89 1993-94 1998-99 2003-04 2008-09 Asian Black Hispanic Native American White

6. 5-Year Completion: Men & Women Who Started as STEM Majors (public institutions only) Source: Higher Education Research Institute, UCLA

7. The High Cost of Attrition (US Public Universities, n=512) S First Time in College* ~800,000 First Year Attrition (21.4%)* ~171,200 Cost in Tuition & Fees** $1,058,872,000 Cost in State Subsidy** $1,265,339,000 Total Loss $2,324,211,000 *IPEDS, 2006, NCES reports a higher number of FTIC, about 1,000,000 **Delta Cost Project, using average tuition and state subsidy, 2008

8. Gap in Enrollment by Gender Projected to Widen Source: National Center for Education Statistics. (2009b). Projections of Education Statistics to 2018.

9. Male Population and STEM Bachelor Degrees % U.S. population ages 15-24 (2008) % STEM bachelor’s degrees awarded (2008)

10. “…this country needs and values the talents of every American. That is why we will provide the support necessary for you to complete college and meet a new goal: by 2020, America will once again have the highest proportion of college graduates in the world.” - President Barack Obama Why Focus on Minority Males Now?

11. Purpose To identify practices and activities that support the enrollment, retention, and graduation of males of color in Science, Technology, Engineering and Mathematics (STEM) disciplines To better understand the perceptions and experiences of students, faculty, and administrators on university campuses APLU Minority Male STEM Initiative

12. Understand the factors that limit STEM success in higher education Prescribe systemic remedies that seek to address and mitigate structural barriers Create a national agenda toward helping minority males achieve success in STEM disciplines Minority Male STEM Initiative Goals

13. Theoretical and Conceptual Foundations • Bandura’s Social Cognitive Theory • Astin’s Theory of Student Involvement • “The amount of student learning and personal development associated with any educational program is directly proportional to the quality and quantity of student involvement in that program.” Personal Accomplishment Vicarious Experiences Verbal Persuasion

14. Methodological Framework Reciprocal Causation Institutional Characteristics Educational Outcomes(e.g., graduation) Nonacademic Experiences Demographic Traits Academic Experiences Institutional Context Pascarella & Terenzini, 1991, 2005

15. Overview of the Survey STEM Undergraduate Students of Color Faculty in STEM Disciplines Senior Administrators

16. Quantitative Components of the Survey Demographic and Background Information Perceptions of the Classroom and University Participation in Programs, Services, and Academic Support Opportunities

17. MMSI Participating Institutions

18. 563 minority males in STEM 18% African American (100) 21% Asian/Pacific Islander (121) 55% Latino (311) 5% Native American (31) 441 minority females in STEM 137 faculty 71 administrators Survey Respondents

19. Profile of Minority Male Respondents • 93% full-time students • 38% freshmen/sophomores, 62% juniors/seniors • Typical GPA between 3.00 and 3.49 • 55% received Pell Grants, 48% had student loans • 45% had a parent with bachelor’s degree or higher • 51% aspired to earn a doctoral degree

20. What individual or experiences during your pre K-12 years fostered your interest in STEM? Top Three Answers Teachers Tutors Exposure to a STEM Professional

21. Why did you choose to major in STEM? Top Four Answers Educational aspirations Interest in STEM fields of study Employment goals (wanted to make good money) Success in STEM courses

22. Qualitative Components of the Survey How would you characterize your relationships and interactions with the faculty in your STEM major? What role are your parents or legal guardians playing in your college education? After graduation, to what extent do you believe that you will have the prerequisite skills and needed academic preparation to competitively enter your occupation of choice?

23. In Their Own Voices • “I developed a great interest…from a friend of the family who tutored me in math.” • “My mother was the inspiration to me and guided me academically.” • “I always wanted to help other people…when I was a teenager my pediatrician got me interested in medicine.”

24. How much time do you spend working for pay? (On or off campus)

25. Overall, my interaction with STEM faculty members has been positive…

26. I feel the need to “prove myself" to professorsI feel professors are available/approachable when I need them • Need to “prove myself” • 71% agreed or strongly agreed • 15% disagreed or strongly disagreed • Feel supported by faculty • 71% agreed or strongly agreed • 12% disagreed or strongly disagreed

27. My professors perceive me or interact with me differently than other STEM students

28. In the past year, indicate which of the following resources you used

29. Overall, I enjoy my STEM courses

30. I feel support from my peers in STEM courses

31. My professors are sensitive to my cultural background

32. My professors are available/approachable when I have questions

33. Estimate the proportion of time you typically spend working on research with students • Lower division students: Average response 15%(freshmen & sophomores) • Upper division students: Average response 28%(juniors & seniors) • Graduate students: Average response 51%(masters & doctoral)

34. How does your institution track the recruitment, retention, and graduation of males of color in STEM? • “It does not.” • “We do not yet have a data evaluation plan.” • “We have a program for Males of Color that is managed by a Male of Color.” • “Individualprograms track overall success.”

35. RECRUITMENT: Implications for Action • Quality counseling and advisement in elementary & secondary school • Rigorous curriculum and college-preparatory courses in high school • K-12, Community College, and 4-year University Partnerships • Targeted attention to special needs of low-income and first generation college applicants

36. RETENTION: Implications for Action • Protect and expand Pell grants and need-based scholarships • Reduce feelings of isolation among minority males on college campuses • Foster more personal and meaningful relationships with faculty • Use data to track success and ensure accountability

37. GRADUATION: Implications for Action • Track outcomes by race, gender and academic discipline • Initiate changes in the academic processes when necessary • Encourage students to participate in internships and research as undergraduates

38. Next Steps for MMSI • Publication of several Policy Briefs in 2012 • Race • Gender • Institutional Type • STEM Pipeline Enhancement Effort

39. For more information: Lorenzo L. Esters Vice President, APLU 202-478-6056 lesters@aplu.org www.aplu.org/mmsi