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Journal of Women and Minorities in Science and Engineering

Published 6 issues per year

ISSN Print: 1072-8325

ISSN Online: 1940-431X

SJR: 0.514 SNIP: 0.875 CiteScore™:: 2.4 H-Index: 27

Indexed in

FIRST: A MODEL FOR INCREASING QUALITY MINORITY PARTICIPATION IN THE SCIENCES FROM THE UNDERGRADUATE TO THE PROFESSORIATE LEVEL

Volume 12, Issue 1, 2006, pp. 35-46
DOI: 10.1615/JWomenMinorScienEng.v12.i1.30
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ABSTRACT

Programs that have increased the number of minorities and women in science at the K-12 and undergraduate level have not resulted in a corresponding increase in these groups in postdoctoral and faculty positions. Fellowships in Research and Science Teaching (FIRST) address this glaring weakness in segments of the science "pipeline." FIRST is a 3-year postdoctoral fellowship integrating a traditional research experience at a research institution with a mentored teaching experience at a minority-serving institution. Data presented demonstrate that FIRST has many of the characteristics for creating the supportive environment necessary for such programs to succeed. FIRST fellows develop an effective community and have a quality research experience (as measured by publication quantity and quality) and teaching experience (as measured in fellow, student, and mentor surveys), which translate into their receiving faculty positions. Participating research and minority institutions also receive benefits, including increased research and teaching collaboration, expanded curricula, and greater participation of minorities and women at many levels.

CITED BY
  1. Lee Teresa W., Grogan Kathleen E., Liepkalns Justine S., Making evolution stick: using sticky notes to teach the mechanisms of evolutionary change, Evolution: Education and Outreach, 10, 1, 2017. Crossref

  2. Hue Gillian, Sales Jessica, Comeau Dawn, Lynn David G., Eisen Arri, Siegel Vivian, The American Science Pipeline: Sustaining Innovation in a Time of Economic Crisis, CBE—Life Sciences Education, 9, 4, 2010. Crossref

  3. Eisen Arri, Eaton Douglas C., Bauerle Cynthia, A Model for Postdoctoral Education That Promotes Minority and Majority Success in the Biomedical Sciences, CBE—Life Sciences Education, 16, 4, 2017. Crossref

  4. Rybarczyk Brian J., Lerea Leslie, Whittington Dawayne, Dykstra Linda, Gibbs Kenneth, Analysis of Postdoctoral Training Outcomes That Broaden Participation in Science Careers, CBE—Life Sciences Education, 15, 3, 2016. Crossref

  5. Chen Stefanie H., Goller Carlos C., Shifting Faculty Approaches to Pedagogy through Structured Teaching Postdoc Experiences, Journal of Microbiology & Biology Education, 20, 2, 2019. Crossref

Forthcoming Articles

Mitigating Barriers, Scaffolding Success: Institutional Supports for Black Undergraduate Women in Engineering Programs Meseret Hailu, Neelakshi Rajeev Tewari, Brooke Coley Underrepresented Students Pursuing Mathematics-Intensive Degrees: Changes after Transitioning to College Alison Marzocchi What do STEM Clubs do? The Effect of College Club Participation on Career Confidence and Gender Inclusion Guillermo Dominguez Garcia, Jennifer Glass Validating Practices and Messages that Promote Women’s Engineering Classroom Belongingness: An Intersectional Approach Dina Verdin, A Lili Castillo Examining the Role of Institutional Support on International Doctoral Women’s STEM Persistence and Mental Health Aisha Farra, Aashika Anantharaman, Sarah Swanson, Kerrie Wilkins-Yel, Jennifer Bekki, Nedim Yel, Ashley Randall, Bianca Bernstein Searching for safe space: Student veterans’ uneven pathways to STEM careers by race Brittany Hunt, Jae Hoon Lim Does Race, Ethnicity or Gender of the Mentor Affect Whether They Will be a “Good Mentor”? A Qualitative Analysis of Students’ Perceptions Reuben May, Christine Stanley, America Soto-Arzat, Jennifer Ackerman PSYCHOLOGICAL SAFETY AND TEAM MEMBER EFFECTIVENESS OF MINORITIZED STUDENTS IN ENGINEERING EDUCATION Behzad Beigpourian, Matthew Ohland Perceptions of Department Chair Roles and Responsibilities in Career Progression and Success of Women STEM Faculty Stephanie Jones, Patricia Ryan Pal “Barbed-Wire Boundaries”: Hidden Curriculum, First-Generation and Low-Income Engineering Students, and Internship Acquisition Jerry Yang, Joseph Towles, Sheri Sheppard, Sara Atwood “I Want to Make an Impact”: The Science Identity and Career Goals of Black and Latinx Science and Engineering Postdoctoral Scholars Sylvia Mendez, Kathryn Watson, Kathryn Starkey, Valerie Conley Care Work, Science Brokering, and Career Motivations: How Hispanic/Latinx Young Adults in STEM Express Social Agency during the COVID-19 Pandemic Angela Frederick, Angelica Monarrez, Danielle Morales Bridging the gap: A sequential mixed methods study of trust networks in graduate application, admissions, and enrollment Cynthia Villarreal, Julie Posselt, Theresa Hernandez, Alexander Rudolph
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