Ensuring that all students who want to pursue degrees and careers in science can do so is an important goal of a number of undergraduate STEM equity programs throughout the United States. Many of these programs, which promote diversity and the importance of diversity in science, directly address the 2012 PCAST report, which notes that “1 million additional STEM Professionals will be needed within the next decade” and “women and members of minority groups now constitute approximately 70% of college students, but earn only 45 percent of STEM degrees.” The PCAST report also indicates that these students “leave STEM majors at higher rates than others and offer an expanding pool of untapped talent.” Many of these programs recognize that it is important to provide students with a variety of support: financial, mentoring, research-based instruction, cohort development, and specific activities tailored to target population strengths and needs.
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September 2017
RESPONSE TO THE CALL FOR PAPERS ON RACE AND PHYSICS TEACHING (CO-EDITOR GERALDINE COCHRAN)|
September 01 2017
The Chi-Sci Scholars Program: Developing Community and Challenging Racially Inequitable Measures of Success at a Minority-Serving Institution on Chicago’s Southside1
Special Collection:
Race and Physics Teaching
Mel S. Sabella;
Mel S. Sabella
1
Chicago State University
, Chicago, IL
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Kristy L. Mardis;
Kristy L. Mardis
1
Chicago State University
, Chicago, IL
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Nicolette Sanders;
Nicolette Sanders
1
Chicago State University
, Chicago, IL
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Angela Little
Angela Little
2
Michigan State University
, East Lansing, MI, and the University of Maryland, College Park, College Park, MD
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Phys. Teach. 55, 350–355 (2017)
Citation
Mel S. Sabella, Kristy L. Mardis, Nicolette Sanders, Angela Little; The Chi-Sci Scholars Program: Developing Community and Challenging Racially Inequitable Measures of Success at a Minority-Serving Institution on Chicago’s Southside. Phys. Teach. 1 September 2017; 55 (6): 350–355. https://doi.org/10.1119/1.4999730
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