Unrealized potential from smaller institutions: Four strategies for advancing STEM diversity

Monessha Jayabalan; Madeline E Caballero; Alyssa D Cordero; Brandyn M White; Kathryn C Asalone; Madison M Moore; Esohe G Irabor; Shari E Watkins; Kathryn B Walters-Conte; Alexandra Taraboletti; Matthew R Hartings; Brenda Y Chow; Bushra A Saeed; Kathryn A Bracht; John R Bracht

doi:10.1016/j.cell.2021.10.030

Unrealized potential from smaller institutions: Four strategies for advancing STEM diversity

Cell. 2021 Nov 24;184(24):5845-5850. doi: 10.1016/j.cell.2021.10.030.

Authors

Affiliations

¹ Biology Department, American University, Washington, D.C. 20016, USA.
² Biology Department, Howard University, Washington, D.C. 20059, USA.
³ Center for Teaching Research and Learning, American University, Washington, D.C. 20016, USA.
⁴ Physics Department, American University, Washington, D.C. 20016, USA.
⁵ Chemistry Department, University of the District of Columbia, Washington, D.C. 20008, USA.
⁶ Chemistry Department, American University, Washington, D.C. 20016, USA.
⁷ Life and Physical Sciences Department, University of the District of Columbia Community College, Washington, D.C. 20002, USA.
⁸ Independent Scholar, Washington, D.C. 20016, USA.
⁹ Biology Department, American University, Washington, D.C. 20016, USA. Electronic address: jbracht@american.edu.

PMID: 34822781
DOI: 10.1016/j.cell.2021.10.030

Abstract

Diversity within science, technology, engineering, and mathematics (STEM) remains disturbingly low. Relative to larger, highly funded universities, smaller schools harbor more diverse student demographics and more limited resources. Here, we propose four strategies leveraging the unique advantages of smaller institutions to advance underrepresented scholars along STEM pathways.

MeSH terms

Cultural Diversity*
Curriculum
Education, Graduate
Engineering*
Faculty
Humans
Mathematics*
Mentors
Research
Science*
Technology*
Universities*