Prelims

Half Title Page

Young, Gifted and Missing

Series Title Page

Diversity in Higher Education

Series Editor: Henry T. Frierson

Endorsements

“Black males, throughout history, have been at the forefront of innovation, creativity, and social justice transformative moments; they have also been viewed as a threat, violent, and ill-prepared for academic success. This well-researched text carefully, systematically, and incrementally lays the foundation for the essential investment in Black males, particularly young Black males / students, to ensure they are on the path to success through role models and teachers who look like them (and typically can empathize), to strengthen the family and community nucleus to have the agency and access to resources to level the educational playing field of Black male young, and to be the cheerleaders for these precious minds to show them that they too can be a success, they matter, and they are capable as gifted, talented, respected Black male youth. This edited volume is well suited to challenge educators, policymakers, elected officials, funding entities, and many other audiences to prioritize the education of Black male youth (Black children in general) to ensure there is equity, inclusion, and representation.”

–Anthony E. Munroe, EdD, MBA, MPH, President, Borough of Manhattan Community College (BMCC/CUNY)

“Young, Gifted and Missing: The Underrepresentation of African American Males in Science, Technology, Engineering, and Mathematics Disciplines takes a critical analysis to the dearth of Black males in STEM fields. The book powerfully illuminates individual, cultural, and structural barriers to STEM entry and ways to overcome barriers. The book challenges higher education as an institution to do better. But, the book also challenges Black males to harness the grit and hardiness of their ancestors to overcome and succeed in spite of obstacles.”

–Rashawn Ray, PhD, Professor of Sociology, Kekst Family Endowed Research Fellow, Executive Director, Lab for Applied Social Science Research, University of Maryland

“To address the decreasing trend in African American men obtaining degrees in STEM disciplines, we must center their narratives while fully understanding their experiences in the matriculation process. Young, Gifted and Missing: The Underrepresentation of African American Males in Science, Technology, Engineering, and Mathematics Disciplines is a timely and information-rich volume with concrete strategies and practical examples that can aid us in creating environments for African American men to succeed and thrive in STEM fields and beyond.”

–Brian L. McGowan, Associate Professor and Associate Director of the Center for Teaching, Research, and Learning, American University, USA

Title Page

Diversity in Higher Education Volume 25

Young, Gifted and Missing: The Underrepresentation of African American Males in Science, Technology, Engineering and Mathematics Disciplines

Edited by

Anthony G. Robins

Robert Morris University, USA

Locksley Knibbs

Florida Gulf Coast University, USA

Ted N. Ingram

Bronx Community College, USA

Michael N. Weaver Jr.

University of Wisconsin-Madison, USA

And

Adriel A. Hilton

Southern University at New Orleans, USA

United Kingdom – North America – Japan – India – Malaysia – China

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Emerald Publishing Limited

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First edition 2022

Editorial matter and selection © 2022 Anthony G. Robins, Locksley Knibbs, Ted N. Ingram, Michael N. Weaver Jr. and Adriel A. Hilton.

Individual chapters © 2022 The authors.

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No part of this book may be reproduced, stored in a retrieval system, transmitted in any form or by any means electronic, mechanical, photocopying, recording or otherwise without either the prior written permission of the publisher or a licence permitting restricted copying issued in the UK by The Copyright Licensing Agency and in the USA by The Copyright Clearance Center. Any opinions expressed in the chapters are those of the authors. Whilst Emerald makes every effort to ensure the quality and accuracy of its content, Emerald makes no representation implied or otherwise, as to the chapters' suitability and application and disclaims any warranties, express or implied, to their use.

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ISBN: 978-1-80117-730-6 (Online)

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ISSN: 1479-3644 (Series)

About the Contributors

Sam Alavi currently serves as the Founding Director of the Center for Community Engagement at Samuel Merritt University. Before joining Samuel Merritt University, Sam served in the Development & Alumni Relations office of the University of California, Davis, as the Director of Strategic Initiatives. Her professional career has spanned both the realms of higher education and the nonprofit sector. Sam holds an undergraduate degree from the University of California, Davis, and a graduate degree from Stanford University.

Tawannah G. Allen is an Associate Professor of Educational Leadership at High Point University (HPU). She is also a member of Bridges2Success (B2S), a research and development lab engaged in basic and applied research, focusing on the educational plight of K-20 students of color. As a B2S scholar, Dr Allen conducts culturally responsive program evaluations and designs, and facilitates professional development trainings on the opportunities and access to postsecondary education for underrepresented students, stereotyping and implicit biases, and the impact of trauma on academics.

Prior to joining HPU, Dr Allen served as an associate professor and doctoral program coordinator at Fayetteville State University and a research associate with the Urban Investment Strategies Center at the Kenan-Flager Business School at UNC Chapel Hill. Before entering into higher education, Tawannah worked in K-12 education, holding administrative posts such as a Human Resources Administrator; as the Executive Director of Teacher Recruitment and Assistant Superintendent of Human Resources; and as the Director of Elementary Education and Professional Development. Prior to performing these administrative roles, she was a kindergarten teacher, assistant principal, and principal, in addition to, a speech-language pathologist.

Dr Allen earned a Bachelor of Science degree in Psychology, an Elementary Education Teacher Licensure, and a Master of Education in Communication Disorders all from North Carolina Central University, while also earning a Master of School Administration from Fayetteville State University. She earned a Graduate Certificate in Program Evaluation from the University of Connecticut and her Doctorate in Education degree was earned from the University of North Carolina at Chapel Hill.

Rory L. Bedford earned Bachelor’s and Master’s degrees from Grambling State University, in Grambling, Louisiana, an additional Master's Degree from Virginia Union University in Richmond, Virginia, and a Doctorate of Ministry from United Theological Seminary in Dayton, Ohio, where he held the distinction of being a Samuel DeWitt Proctor – Charles Booth Fellow.

Bedford also earned a PhD in Psychology from the Harold Able School of Psychology – Capella University. Dr Bedford has worked for Samford University – Beeson Divinity School (Howard College for Continuing Education) Birmingham, Alabama – Troy Center, Troy, Alabama, Texas College, Wiley College, and presently Grambling State University. At Grambling State University, Dr Bedford is the Director of Continuing Education and Service-Learning and teaches graduate psychology courses. He is also a pastor and has been in Christian ministry for nearly 45 years.

Terrance Burgess is an Assistant Professor of Science Education in the Department of Teacher Education at Michigan State University. His research focuses on how increasing equitable science learning opportunities for elementary youth of color influences their multiple identities within the urban school setting. Additional areas of his research explore how teachers’ positionalities and their implementation of standards-driven curricula tend to youth’s multiple identities.

Turhan K. Carroll is a PhD Candidate in the engineering education department at The Ohio State University. His research interests research interests are primarily concerned with educational access and persistence of underrepresented minorities in STEM fields. His current work focuses on studying the role of informal education settings in broadening participation in STEM fields.

LaVar J. Charleston is an accomplished researcher, scholar, and practitioner with two decades of experience related to diversity, equity, and inclusion in higher education and the workforce, and leads the University of Wisconsin–Madison's diversity and inclusion efforts.

Charleston is the university's chief diversity officer, also holding the titles of deputy vice chancellor for diversity and inclusion, vice provost, and Elzie Higginbottom Director of the Division of Diversity, Equity and Educational Achievement, or DDEEA.

A native of Detroit, MI, he most recently served as the inaugural associate dean for equity, diversity, and inclusion at UW-Madison's School of Education, where he is a clinical professor of higher education in the Department of Educational Leadership and Policy Analysis. Prior to that role, he served as the inaugural assistant vice chancellor for student diversity, engagement, and success at the University of Wisconsin–Whitewater.

Charleston has been a part of 12 education-related start-ups and has collaborated on multimillion-dollar projects with diverse constituents from a range of disciplines, departments, and institution types (e.g., HBCUs, PWIs, 2-year institutions) throughout the country and the world. He has been instrumental in receiving, facilitating, and/or evaluating research and education grants, projects and awards totaling over $10 million and was recently appointed to the Governor's Advisory Council on Equity and Inclusion, where he was also named chair of the Economic and Business Development subcommittee for the State of Wisconsin. In 2018, Charleston was named one of the State of Wisconsin's most influential Black leaders.

Christopher Emdin is the Robert A. Naslund Endowed Chair in Curriculum Theory and Professor of Education at the University of Southern California, where he also serves as Director of youth engagement and community partnerships at the USC Race and Equity Center. He is also Scholar/Griot in Residence at Lincoln Center for the Performing Arts.

He previously served as Associate Director of the Institute for Urban and Minority Education and Director of the Science Education program at Teachers College, Columbia University.

Dr Emdin is an alumni fellow at the Hip-hop Archive and Hutchins Center at Harvard University and was STEAM Ambassador for the U.S. Department of State and Minorities in Energy Ambassador for the U.S. Department of Energy.

Dr Emdin holds a PhD in Urban Education with a concentration in Mathematics, Science, and Technology, Master's degrees in both Natural Sciences and Education and Bachelor's degrees in Physical Anthropology, Biology, and Chemistry.

He is the creator of the #HipHopEd social media movement, Science Genius BATTLES, and the CREATE Accelerator. He was recently named one of the 27 people bridging divides in the United States by Time magazine and the Root 100 list of most influential African Americans.

He is the author of numerous award-winning works including the award-winning, Urban Science Education for the Hip-hop Generation and the New York Times bestseller, For White Folks Who Teach In the Hood and the Rest of Ya'll Too. His latest books, Ratchetdemic: Reimagining Academic Excellence and STEM, STEAM, Make, Dream are currently available wherever books are sold.

Edward C. Fletcher is an Education and Human Ecology Distinguished Associate Professor of Workforce Development and Education in the College of Education and Human Ecology at The Ohio State University. He serves as a Senior Faculty Fellow for the Center on Education and Training for Employment and Coeditor for the Journal of Career and Technical Education. Dr Fletcher has more than 60 publications and obtained over $4.5 million in federal funding. His research agenda focuses on examining the role of career academies on students' school experiences and postsecondary and labor market transitions – particularly for diverse learners from economically disadvantaged backgrounds.

Donna Y. Ford is a Distinguished Professor of Education and Human Ecology and Kirwan Institute Faculty Affiliate at The Ohio State University. She is in the Department of Educational Studies, Special Education Program. She earned all degrees from Cleveland State University. Ford focuses primarily on the underrepresentation of Black and Hispanic students in gifted education and advanced classes. She is a leader in urban education. Dr Ford has authored more than 300 publications and 14 books. She presents in school districts and organizations on opportunity gaps, equity, multicultural curriculum, antiracism, and cultural competence.

Zakia Y. Gates professional career as an educator has spanned over two decades. During those two decades, she served as a middle school teacher in the charter school system teaching across various content disciplines, Director of Education for a juvenile facility for at-risk youth, and currently she is the Assistant Professor of Teacher Education in the School of Education with Cabrini University. Dr Gates teaches foundation and methods courses to undergraduate and graduate-level students where her research focuses on social justice, equity, diversity, inclusion, and critical race theory which serve as the lens to examine the sociocultural and political context of Pre-K to 12 education. Her other research focus includes the experiences of Black women in societal and educational contexts and culturally relevant, responsive, and sustaining pedagogy.

Kevin K. Green has over 26 years of research and development experience in machine/deep learning, computer vision, remote sensing, full motion video, and image/signal processing. All of his degrees from bachelors to doctorate are in electrical engineering. He has received degrees from George Washington University (BSEE), the University of Michigan (MSEE), and the University of South Florida (PhD). He currently is a scientist with NGA (National Geospatial-Intelligence Agency) Research conducting research and development in applying state-of-the-art methods in object detection, classification, computer vision, image processing, and remote sensing methods in the diverse image modalities of Satellite/Aerial/ground electro-optical (EO), synthetic aperture radar (SAR), multispectral (MSI)/hyperspectral imaging (HSI), and full-motion video (FMV). Lastly, he was a full-time high school math teacher for three years, and a part-time University of Phoenix instructor teaching adult learners' math and computer science programming courses for over 14 years.

P. Thandi Hicks Harper is a cited authority on Hip-Hop culture as a catalyst for success in education and health, and the first to garner federal funds for Hip-Hop as a tool to prevent drug use among youth. She is the curriculum developer of the US Department of Health and Human Services' evidence-based curriculum: Hip-Hop 2 Prevent Substance Abuse and HIV/AIDS (H2P).

Hicks Harper holds a PhD in Public Communications with a cognate in Education, Master’s Degree in Mass Communications and a Bachelor's Degree in Speech Pathology with certifications in Elementary and Secondary Education. She is the first, worldwide, to examine the relationship between Hip-Hop and learning, and is a former adjunct professor at Howard University's School of Education.

As President/CEO of the Youth Popular Culture Institute, Incorporated, Hicks Harper continues to research and implement Hip-Hop based strategies. She created the Hip-Hop Development theory for positive youth engagement and social emotional learning – which guides her work as Program Director/Principal Investigator for the Centers for Disease Control & Prevention's National Drug-Free Communities Initiative.

Dr Hicks Harper has authored several articles and books, including Hip-Hop's Influence Within Youth Popular Culture: A Catalyst for Reaching Youth with Substance Abuse Prevention Messages and Hip-Hop Development: Exploring Hip-Hop Culture as a Youth Engagement Tool for Successful Community Building. Her upcoming book, tentatively titled Frederick Douglass in the Eras of Hip-Hop, is planned for release in 2023. Hicks Harper is on the Board of Trustees for the US Congress enacted Frederick Douglass Memorial and Historical Association.

Erik M. Hines is an Associate Professor in the Department of Educational Psychology and Learning Systems at the Florida State University, where he also serves as the coordinator of the Counselor Education Program and School Counseling Track. Dr Hines prepares preservice school counselors, and his research agenda centers on (a) college and career readiness for African American males; (b) parental involvement and its impact on academic achievement for students of color; and (c) improving and increasing postsecondary opportunities for first generation, low-income, and students of color (particularly African American males). Additionally, his research examines career exploration in the fields of Science, Technology, Engineering, and Mathematics (STEM) for students of color. Over the years, he has secured major funding from the National Science Foundation to study the college readiness and persistence of African American males to improve their academic and career outcomes. Finally, he is a proud American Counseling Association (ACA) Fellow.

Craig L. Jackson currently serves as Associate Vice President of Development and Principal Gifts at the University of Nevada, Las Vegas (UNLV). He possesses over a decade of major gift fundraising experience, including overseeing a nearly $3 million campaign at Oklahoma State University focused on engaging and securing philanthropic support from primarily Black alumni.

Craig began his career in advancement as a Clarence J. Jupiter fellow, an honor that is bestowed by the Council for Advancement and Support of Education (CASE), which is the professional organization for fundraising professionals in higher education. Consequently, Craig was recruited to the University of Kansas (KU) to serve as a Graduate Assistant at KU Endowment, where he worked to engage alumni of color in the philanthropic efforts of the university.

The experience at KU emboldened Craig to go on to have an extensive and robust career in advancement serving in major gift positions at Oklahoma State University Foundation, Arizona State University, the University of Illinois at Urbana-Champaign, and the University of California, Davis, before accepting his current role at UNLV. In addition to his work in advancement, Craig serves as an advisor on DEI issues to the Dean of the School of Education and Human Sciences at the University of Kansas and on the Dean's National Advisory Board. Craig has a Bachelor of Science degree from Upper Iowa University, a Master's Degree from the University of Kansas, a doctorate from Arizona State University, and is a proud member of Kappa Alpha Psi Fraternity, Inc.

Michael Lachney is an Assistant Professor at Michigan State University in the Educational Psychology and Educational Technology program. He has a background in the field of science and technology studies and contributes to research on culturally responsive computing. Michael's research generally focuses on the cultural politics of educational technology design and implementation in both school and out-of-school settings. This work has appeared in the journals Computer Science Education, Learning, Media and Technology, Science as Culture, and others.

Felicia Moore Mensah is a Professor of Science Education and Chair of the Department of Mathematics, Science & Technology, and former Associate Dean, at Teachers College, Columbia University. Dr. Mensah’s work addresses issues of diversity and equity in science teacher education, with culturally relevant teaching, multiculturalism, and critical theories guiding her teaching and research.

James L. Moore III is the Vice Provost for Diversity and Inclusion and Chief Diversity Officer at The Ohio State University, while currently serving as the first Executive Director of the Todd Anthony Bell National Resource Center on the African American Male. He is also the inaugural EHE Distinguished Professor of Urban Education in the College of Education and Human Ecology. Dr Moore is internationally recognized for his work on African American males. He has published over 160 publications; obtained over $25 million in grants, contracts, and gifts; and given over 200 scholarly presentations and lectures throughout the United States and other parts of the world. From 2018 to 2022, Dr Moore was cited by Education Week as one of the 200 most influential scholars and researchers in the United States, who inform educational policy, practice, and reform.

Nicola Norman is a community coordinator and health educator. She earned a BS in Human Nutrition from Morgan State University where she cofounded a community garden adjacent to campus. This garden has served as liaison between students and the community. Nicola has over a decade of health promotion education experience, working with organizations such as The Institute for Integrative Health, Living Classrooms Foundation, Real Food Farm, and The Living Well Center in Baltimore City. Her work has promoted immersive experiential health programming geared toward Baltimore City youth and families. As a student at Morgan State, she worked as a research assistance on the NSF-funded projects that led to the development of the ATOMMS teaching and assessment intervention described in this chapter.

Obed Norman is Founding President of the non-profit STEMLIFE-Teaching that is aimed at developing effective interventions to improve academic outcomes in STEM disciplines for especially students from underrepresented communities. He retired as Associate Professor of Science Education from Morgan State University. He has served in various capacities at UC Berkeley, Washington State University, and San Jose State University. He also served as Visiting Professor at the Namibian University of Science and Technology. Norman has also served as the Founding Associate Director of the Baltimore Education Research Consortium (BERC) based at the Center for the Social Organization of Schools at Johns Hopkins University. Norman holds a PhD in Science Education (U of Iowa) and an MS in Biophysics (Penn State). Additionally, he also holds BA (English), BS (Chemistry), BS (Honors in Biophysics) degrees and a Higher Education Diploma from South African universities. Norman was awarded the prestigious Early Career Award by the NSF in 1999. Norman originated the ATOMMS intervention from his federally sponsored research. Additionally, he has served as PI or co-PI on various NSF research grant projects. He has over 60 peer-reviewed scholarly conference presentations, journal publications, and book chapters. Norman served on the Editorial Board of the Journal of Research in Science Teaching (JRST). His JRST article on “The Achievement Gap” has been cited in more than 250 peer-reviewed publications.

Patrice Juliet Pinder has been named a “trailblazer in STEM education in the Bahamas” by the Utilities Regulation and Competition Authority (URCA) and Girls in ICT Committee. She has emerged as a world-class educator/education research scientist who was recently listed among the “Best Education Scientists in the World” for 2021 and 2022 (AD Scientific Index). In 2021, she was also identified by the US National Council for Black Studies (NCBS) Publication Committee as a “Leading Scholar” and “Expert” for her work which advocates for the advancement of Black and African children in K–12 schools. A native of the Bahamas, she has earned a BSc (Honors) in Biology from Jacksonville State University, an MSc in Plant and Soil Sciences from Alabama A&M University, and a Doctoral Degree in Science Education from Morgan State University. She was a postdoctoral research fellow in STEM education at Indiana University and the University of the West Indies in Trinidad. She has published peer-reviewed articles, a STEM book, and serves as an editor and peer reviewer for several international journals. Currently, she is an education consultant, Professor, and PhD Advisor with the Netherland-based Global Humanistic University.

Spencer Platt is an Associate Professor of Higher Education Administration and Interim Director of the Center for Innovation in Higher Education at the University of South Carolina. He earned his PhD from the University of Texas at Austin. His MS degree is from the University of Dayton, and he holds a baccalaureate degree from the University of South Carolina. Dr Platt has over 20 years of experience in student affairs, community engagement, diversity/equity, and academic affairs. His research interests center on issues of diversity, equity, access, and excellence in education. Platt's research has been published in the Journal of College Student Development, the Journal of Advanced Academics, and The Journal of Negro Education, and he has coedited three books. He has presented his work at the numerous national and international academic conferences and institutes including: the American Educational Research Association, the Association for the Study of Higher Education, the International Conference on Doctoral Education, and the International Colloquium on Black Males in Education. He is also a cofounder of the Critical Race Theory Summer Institute hosted annually at the University of South Carolina.

Sharonda Ragland is the Assistant Dean of the School of Arts and Sciences (for undergraduate studies) and Assistant Professor of Mathematics at Virginia Union University. Her major roles include working with department chairs to ensure coordination of college activities and implementing the University strategic plan to increase the strengths of the School and University to capitalize on new opportunities. She has served in various capacities at Virginia Union University, including Vice-Chair of Academic Standards Committee, Secretary of the Academic Review Committee, At-Large Senator of the Faculty Senate, University Co-Head Marshal, University Faculty Marshal, Cochair of Assessment Committee, Math Club Advisor, Chair of the Mathematics Department, and Interim Chair of the Mass Communications Department. Professor Ragland has over 26 years of teaching experience in higher education in mathematics. She holds an EdS degree (Regent University), MS in Applied and Computational Mathematics (Old Dominion University), and BS in Business Administration with a minor in Accounting (Old Dominion University). She is currently pursuing a PhD in Education with a concentration in Higher Education (Regent University). Professor Ragland has a current research interest in student success at HBCUs, focusing on ways to increase academic excellence in African American students. Professor Ragland attributes her accomplishments and successes to her Lord, Jesus Christ, who works in her and through the support of her family, pastors, friends, and colleagues.

Theodore S. Ransaw is an Equity and Literacy Outreach Specialist for the Office of K-12 Outreach in the College of Education, Core Faculty Member of African and African American Studies, and Affiliated Faculty, Center for Gender in Global Context at Michigan State University. He received his PhD in Curriculum and Instruction from the University of Nevada, Las Vegas, focusing on multicultural and international education. Dr Ransaw is the former Michigan achievement gap specialist for males of color, a former director of the Lion's Den Black male mentorship program for at-risk youth, a certified education coach, and a cognitive-behavioral therapist practitioner. He has three interrelated research areas, parental involvement, reading identity, and student achievement. Dr Ransaw has several academic journal publications and is a coeditor of The International Handbook of Black Community Mental Health, an author and coeditor of The Handbook of Research on Black Males, and senior editor for the book series International Race and Education published by Michigan State University Press. He is the author of The Art of Being Cool: The pursuit of Black Masculinity and the author of the forthcoming book, Mindful Teaching Practices for Black Male Achievement: A student focused, teacher centered, and research-based resource guide for educators.

Anthony G. Robins is an Associate Professor of Biology, School of Engineering, Mathematics and Science, Robert Morris University, Pittsburgh, Pennsylvania, as well as Chief Diversity and Inclusion Officer. He can be reached at robins@rmu.edu, (412) 397-6482.

Geoffrey Shakwa is the current Head of Professional Development at Namibia University of Science and Technology (NUST). He is also the Founding President and Chief Executive Officer of the Anti-Corruption Education Consultancy, an international consulting agency that seeks to strengthen and promote the implementation of good governance and anti-corruption solutions in Africa to ensure effective service delivery and the achievement of sustainable development. Geoffrey holds a Master's Degree in Educational Leadership and Policy from the State University of New York (SUNY) at Buffalo, with a specialization in Professional Development and Learning Organizations, among other academic qualifications in education and governance. He is a teacher by profession, having taught Economics and Business Management in secondary schools before becoming a lecturer in Education Theory and Practice and Action Research at Namibia's former Caprivi College of Education for several years. Prior to joining NUST, Geoffrey worked for the Namibian government, specifically the Ministry of Education, in a variety of capacities, including Senior and Chief Education Officer for Professional Development. He has written journal articles and book chapters on education and training, ICT in education, and eLearning in higher education. His primary research focus is on the role and impact of professional development on educators' classroom practices in order to improve teaching and learning.

Mack Shelley is University Professor of Political Science, Statistics, and School of Education at Iowa State University, where he currently serves as Chair of the Department of Political Science. He has been on the faculty of Iowa State University since 1979, following his initial position at Mississippi State University from 1977 to 1979. At Iowa State he was Faculty Fellow for Department Chair Professional Development in the Office of the Senior Vice President and Provost, Director of the Research Institute for Studies in Education in the College of Education, Director of Graduate Education in the Department of Political Science, and Director of the Iowa Family Impact Seminar. In 2007 he received the Making a Difference Award, presented by the Ames, Iowa branch of the NAACP. He has served as coeditor of the Policy Studies Journal, Associate Editor of the Journal of Information Technology & Politics, president of the Iowa Educational Research and Evaluation Association, coeditor of the International Journal of Education in Mathematics, Science and Technology, and Associate Editor of the Journal of Pre-College Engineering Education Research. His work focuses on applications of advanced statistical methods to the study of public policy in education and other areas. He has served as Principal Investigator and Co-Principal Investigator on many National Science Foundation grants and has received funding from other sources including the Institute of Education Sciences. He served as an Evaluator for the National Science Foundation's Industry-University Cooperative Research Centers program. He received a BA from the American University (Washington, DC), and an MS and a PhD from the University of Wisconsin-Madison.

Ellen D. Smiley is a Full Professor at Grambling State University in the College of Education, where she teaches doctoral courses in the Department of Developmental and Higher Educational Studies. She is also the Dean of Grambling State University's storied Earl Lester Cole Honors College. In 2003 Dr Smiley was selected as a member of the Inaugural Class of NAFEO Kellogg Fellows and received specialized training in Higher Education Administration from some of the nation's most renowned college and university presidents including Dr Arthur Thomas, the late Dr Joseph B. Johnson, and Dr Fred Humphries. Dr Smiley has served as Executive Assistant to the President and Provost and Vice-President for Academic Affairs at Grambling State University. Ellen earned Bachelor’s and Master's degrees from Grambling State University and a Doctorate in Higher Education from the University of Arkansas at Little Rock.

Prentiss C. Smiley’s grandmother bought him a computer loaded with software before he was able to read. The software featured animals that provided instruction on how to pronounce and read. People laughed at her because she bought a computer instead of a football. However, she was a retired educator who knew that this would jumpstart his education. This formed the foundation for his thought process, leadership skills, and ability to dream.

On the President's List each semester while attending Grambling State University, Prentiss was a Lexus Verses and Flow HBCU Scholar, Thurgood Marshall College Fund/Wells Fargo Scholar, National Association of HBCU Title III Administrator, Inc. Scholar, Former SGA Senator, and 2016 LA Legislative Black Caucus Top Scholarship Recipient. Prentiss was the President of the Earl Lester Cole Honors College. During his tenure, he rallied the student body to approve a self-assessed fee that strengthened and revised the honors college.

He received the Carter G. Woodson Award, W. E. B. DuBois Undergraduate Paper Award, and the Organization of Parish Administrative Officials of the Police Jury Association of LA Scholarship. He was also an on-air personality and host of Good Morning Grambling on KGRM 91.5 FM. Prentiss' ingenuity allowed him to earn a BA in History, a BS in CIS, and an MA in Social Science with concentrations in History and Psychology debt free, and he was Valedictorian of his class. Prentiss teaches Social Science and Psychology at Grambling State University and is a consultant for the Secretary of State and other agencies.

Henry Tran is an Associate Professor at the University of South Carolina’s Department of Educational Leadership and Policies who studies issues related to education human resources (HR) and finance. He has published numerous articles on the topics, including several with students. He holds two national HR certifications and serves on the Board of Advisors and Board of Trustees for the National Education Finance Academy. He is also the editor of the Journal of Education Human Resources, the Director of the Talent Centered Education Leadership Initiative, and program coordinator for the EdD with a concentration in Education Systems Improvement. Prior to his professorship, Tran served as an HR practitioner in both the private sector and in public education. He draws from both experiences in his research and teaching.

Foreword

Science, technology, engineering, and mathematics – STEM – has been identified as a critical area of educational and workforce development with targeted funding to promote these disciplines. However, disparities in who pursues STEM fields clearly remain and warrant sustained attention. Too often, assumptions about differences between groups, whether the differences pertain to assumptions about ability to succeed or preferences to participate, are reinforced and subsequently lead to the creation of more disparities. Therefore, it is crucial that we recognize diversity where it does exist, noting progress toward equity and offering empirical evidence that can impede the further perpetuation of stereotypes about who belongs in STEM fields.

Race and ethnicity continue to be salient characteristics in shaping STEM trajectories. Underrepresented racial minority students aspire to STEM careers at rates equivalent to or exceeding their white and Asian American counterparts, but constitute a disproportionately small amount of the US STEM workforce, particularly African American men. Without the participation of individuals of all racial/ethnic backgrounds and genders, the increasing demand for workers in these fields will not be met, potentially compromising the position of the United States as a global leader. Given the heightened and substantial efforts at both national and local levels in recent years aimed at promoting and diversifying STEM fields, an examination of contemporary trends is clearly warranted.

This book examines how and why certain groups have more or less access, opportunity, and success in the educational trajectories leading to STEM occupations. Obstacles to reaching equity in who pursues degrees in STEM disciplines are explored. While daunting, these obstacles likely play a role in the continuing relative absence of African American men in STEM at all levels. However, the benefits of diversity are substantial. The potential ramifications of not addressing the recent decline in percent of African American men obtaining BS degrees are significant. If left alone, these trends of decline and critical loss will yield an empty pool to choose future African American male STEM professionals. Is the elephant in the room simply we have tried remedying the problem by seeking equality as opposed to equity? The disparity (as seen in STEM professions) is more about opportunity afforded some over others rather than the premise that all opportunity is equal.

The book considers equity and its context. We understand that important stories can be missed by treating either gender or racial/ethnic differences in the aggregate. When examining racial differences through a broad lens, we are in effect assuming that one set of patterns, obstacles, and experiences applies generally to all. The book fosters that this is indeed a problematic assumption.

This book makes new contributions to the field in that it is led by a collective of higher education professionals and change agents who are tied to STEM. In addition, the text sets the stage for addressing critical issues around educational success of African American males in STEM using an antideficit framework. The professional educators involved in this project bring cutting-edge thinking in how best to address the leaky STEM pipeline which has left the industry/workforce void of talented African American men. The volume promises timely, relevant, and emergent scholarship and perspectives for STEM leadership, scholars, and supporters. In addition, the book provides best practices and recommendations in recruiting, retaining, and thriving of African American males in STEM disciplines and the competitive market place.

Tomorrow's African American male graduates will compete in an emerging global economy fueled by rapid innovation and marked by an astonishing pace of technological breakthroughs. The prepared STEM graduate will navigate a shifting societal framework enhanced by technologies that accelerate product development cycles due to yet-to-be imagined innovative strategies/techniques. The thorough integration of technology with society will challenge the analytical skills, creativity, and leadership of STEM graduates.

Dhitinut Ratnapradipa, PhD

Creighton University School of Medicine