Dr. Lorenzo Esters’ new book chapter was just recently published. The chapter, entitled “A Comparison of African-American Males in STEM Fields From HBCUs and From Other Institutions”, is published in the book Advancing Educational Outcomes in Science, Technology, Engineering, and Mathematics at Historically Black Colleges and Universities.
The goals of Dr. Esters’ chapter are to contribute to the national goal of expanding the number of students studying STEM disciplines and eventually working in STEM fields. In a 2010 publication, the National Science Foundation asserted that the path towards long-term prosperity for the nation relies on professionals making important advancements in STEM fields. African-American males have historically been underrepresented in these fields due to lack of access and other factors. Historically Black Colleges and Universities (HBCUs) are in a position to offer greater access to STEM fields for African-American men. In his study, Dr. Esters compares African-American male STEM students from HBCUs with those from other institutions in terms of their demographics, recruitment and retention, performance, and campus engagement. Findings from the study reveal that African-American male STEM students at HBCUs tend to have fathers with lower levels of education, are involved in more academic enrichment programs, are more engaged and connected with their school, and serve their community more, compared with students at other institutions. The students at other institutions tend to have higher academic aspirations. These findings can be used to design more effective programs for achieving greater success and access to STEM disciplines.
The book, edited by Lamont Flowers, et al, has been published in October 2016. The goal of the book is to report the key factors for success for students at HBCUs studying science, technology, engineering, and math disciplines. The various chapters offer important research findings and strategies for improving institutional engagement, graduation rates, and career outcomes for these students. This book includes seven chapters.
For more information about the edited book, please visit the Publisher’s website. Currently, the book has been featured on the Journal of Blacks in Higher Education’s website.