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Article
Publication date: 13 June 2016

Marybeth Gasman and Thai-Huy Nguyen

This paper aims to discuss the methods that were used to do egalitarian research with ten Historically Black Colleges and Universities (HBCUs). Rather than doing research “on”…

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Abstract

Purpose

This paper aims to discuss the methods that were used to do egalitarian research with ten Historically Black Colleges and Universities (HBCUs). Rather than doing research “on” these institutions, the authors worked with them to understand their successes and build upon their capacity in the science, technology, engineering and math (STEM) areas. Through this process, the authors aimed to bring exposure and interest to the practices that HBCUs use to increase and nurture success in African American students – practices that are rarely used in mainstream STEM programs and, in fact, run counter to well-established practices across STEM. The goal is to challenge traditional methods for pursuing STEM education research as the authors offer alternative methods the uplift and empower HBCUs.

Design/methodology/approach

The authors used the constant comparative method in developing, testing, and writing-up the HBCU success stories. The constant comparative method collects data in a systematic way by engaging in ongoing exploration and verification of findings with key stakeholders (in this case, the teachers, students and staff at the HBCUs). Across the ten HBCUs in the sample, at least one success story or model at each institution was identified; in some instances, there were more.

Findings

The research project had several implications for the social and economic health of society. First, supporting the work of HBCUs contributes to the diversification of the STEM fields and addresses the severe drought in the STEM workforce. It is without doubt that a diverse workforce – the unique perspectives and backgrounds of each individual – has a positive and significant influence on progress and innovation in any field. Despite increasingly growing minority communities across the country, many Blacks continue to face roadblocks that impede their opportunities and abilities in the K-20 pipeline and STEM education, specifically. Because HBCUs have a long history and record of tearing down those roadblocks and contributing Black students to the STEM workforce, they are prime and optimal sites for long-term investment. Second, improving the abilities of HBCUs to support student success in STEM also increases the likelihood of greater STEM minority teachers and faculty. A significant factor in the success of minority students in STEM is the opportunity to be taught and mentored by faculty members that look like them and/or deeply understand their personal background and struggles. For many Black students, the presence of a Black science professor can improve and retain student interest and aspiration in STEM. But with so few Black STEM faculty members, many students can easily fall through the cracks. Third, aside from the nation’s security and health, supporting HBCUs’ work in STEM student achievement represents immeasurable benefits for the individual and his/her family for many generations to come (i.e. society overall). Occupations in STEM are plentiful and fruitful for those who achieve the required credentials. Increasing opportunities for Black students to pursue these STEM careers can establish a path toward upward social mobility. The realization of these benefits is contingent upon the investment in early achievement in STEM courses.

Research limitations/implications

Several research based outcomes are scheduled to result from this project, including a major policy report on HBCUs and their approaches to STEM education (co-constructed with the HBCU representatives); several peer reviewed articles (authored by us as well as the HBCU representatives); a national convening (showcasing both the best practices and the results of the HBCUs’ funded capacity building projects with the HBCU representatives as the primary speakers rather than us); a website featuring the work of the 10 HBCUs, active use of social media to disseminate the findings of the project; several op-eds written for a general audience and co-authored with HBCU representatives; and an authored book published by a university press.

Practical implications

Best practices gleaned from this project are being shared in a scholarly manner, but they will be shared in ways that are accessible to practitioners, including presidents, faculty, academic advisors, student success staff and other HBCU practitioners. In addition, best practices will be shared with majority colleges and universities to strengthen and improve practices more broadly in STEM. The authors are working with organizations such as the Association of American Universities, Association of Public Land Grant Universities and the American Association of Colleges and Universities to showcase the work of HBCUs and disseminate information.

Social implications

Conducting research projects in which the research inquiry is co-constructed and the resulting research products are also co-constructed and even co-authored is an empowering and collaborative way to work across institutional types. More importantly, this approach brings attention to those researchers and teachers at HBCUs that are doing the day-to-day work with students, training them to be scientists, doctors and professors. Too often, only those conducting studies on STEM are credited with “discovering” success models for student learning. The authors think that those who have created these models and use them should be recognized and included in the research and dissemination process, and the authors encourage others to think more broadly and openly about collaborative research that engages the voices of HBCU researchers and students.

Originality/value

This project also has much to teach others about collaborating through research. First, collaborating when conducting research related to STEM is essential, as it encourages collaboration within STEM and among STEM researchers. HBCU researchers that were a part of our project – biologists, physicist and chemists – were encouraged to work across disciplinary lines and together to understand their own STEM education practices more fully.

Details

Journal for Multicultural Education, vol. 10 no. 2
Type: Research Article
ISSN: 2053-535X

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Article
Publication date: 13 July 2020

Ed Dandalt, Marybeth Gasman and Georges Goma

This study seeks to explore the union perspective of a group of unionized young Canadian teachers to understand their belief system about trade unionism.

369

Abstract

Purpose

This study seeks to explore the union perspective of a group of unionized young Canadian teachers to understand their belief system about trade unionism.

Design/methodology/approach

The methodology used herein consists of collecting and examining the interview data of participants (n = 37) through the theoretical lens of radical perspective.

Findings

The findings suggest that participants positively associate unionism with bargaining for their special interests, providing professional development services and opportunities for professional socialization. But this pluralist perspective has not translated into an engagement in the union life.

Research limitations/implications

So far, the findings of this study cannot be generalized to the whole population of Canadian young teachers because the participants’ sample size is not large enough. In consideration of this limitation, unions need to survey the union opinions of their young rank and file members at a large scale to draw a clear understanding of the needs of these members to adequately adjust their renewal and revitalization strategies to those needs.

Originality/value

The findings of this study are significant because the intersection between young teachers and organized labor is underresearched in Canada.

Details

Personnel Review, vol. 50 no. 1
Type: Research Article
ISSN: 0048-3486

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Book part
Publication date: 12 November 2018

Amanda Washington Lockett and Marybeth Gasman

This chapter focuses on the presence and accomplishments of Black women across the leadership spectrum within the context of historically Black colleges and universities.

Abstract

This chapter focuses on the presence and accomplishments of Black women across the leadership spectrum within the context of historically Black colleges and universities.

Details

Underserved Populations at Historically Black Colleges and Universities
Type: Book
ISBN: 978-1-78754-841-1

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Article
Publication date: 3 June 2014

Marybeth Gasman and Felecia Commodore

The purpose of this article is to examine the salient literature on historically Black colleges and universities (HBCUs) with an overarching goal of setting a future research…

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Abstract

Purpose

The purpose of this article is to examine the salient literature on historically Black colleges and universities (HBCUs) with an overarching goal of setting a future research agenda for scholars interested in these institutions.

Design/methodology/approach

This literature review is organized into two main sections: strengths and challenges. To move HBCUs forward, scholars need an understanding of these institutions’ strengths as well as those challenges that lie ahead.

Findings

The major strengths include the value-added nature of the education provided by HBCUs (i.e. the willingness of HBCUs to educate “at-risk” students); affordability in terms of tuition; community engagement; leadership training of future generations; Afrocentric curricula and a competitive yet supportive learning environment, which is particularly beneficial in the Science, Technology, Engineering and Math (STEM) fields; a focus on teaching; and faculty and student diversity. The first half of this paper will focus on these strengths. These same national experts identified the challenges as low retention and graduation rates; lack of financial resources (especially for student scholarships and attracting faculty), and competition from historically White institutions (HWIs); the need for sustainable administrative leadership; lack of marketing of HBCU success stories; the pressures of desegregation and holding true to mission; the challenge of producing future scholars who care about the needs of HBCUs; small endowment size; and the persistent gender gaps in student enrollment. The second half of this paper will focus on these challenges.

Practical implications

In addition, by identifying the strengths and challenges, researchers can assist practitioners at HBCUs as well as those in the policy and funding arenas in better understanding the needs of HBCUs.

Social implications

The research on HBCUs has grown substantially over the past 30 years. However, this body of research still has substantial gaps and holes. If filled, many of these gaps and holes would lead to stronger institutions, greater knowledge on the impact of HBCUs and enhanced learning experiences for HBCU students. Many young scholars are interested in studying HBCUs but are often discouraged: when they approach their advisor with the topic, they are told it is not important and that their career will be limited by the topical choice. There is a lack of support within sections of the HBCU community for research that might uncover weaknesses or not treat HBCUs in an entirely favorable light. We encourage those interested in pursuing research related to HBCUs to find mentors who will support them in their pursuits.

Originality/value

Although some of these topics and subsequent suggestions involve taking on controversial issues, it is important for individuals affiliated with and who care about HBCUs to conduct this research before uninformed outsiders do it (Gasman, 2006). There needs to be a concerted effort from HBCUs, HBCU faculty, HBCU scholar – practitioners and HBCU allies – the “insiders” and the “outsiders” – to ensure those closest to HBCUs have the opportunity to share their own voice, rather than simply have others speak for them. HBCU leaders and organizations that ignore negative data and institutional challenges do so at their own peril.

Details

Journal for Multicultural Education, vol. 8 no. 2
Type: Research Article
ISSN: 2053-535X

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Book part
Publication date: 23 September 2011

Marybeth Gasman

The number of bachelor's degrees awarded to African-Americans in STEM fields has been increasing, but at a slower pace than the number of bachelor's degrees earned by blacks in…

Abstract

The number of bachelor's degrees awarded to African-Americans in STEM fields has been increasing, but at a slower pace than the number of bachelor's degrees earned by blacks in other fields. Between 2000 and 2008, the number of bachelor's degrees awarded to African-Americans grew at a faster rate than the total number awarded to all students (27 percent versus 21 percent). However, the growth rate in the number of bachelor's degrees earned by African-Americans in STEM fields has been lower than the rate of growth of bachelor's degrees awarded in other fields. As mentioned, the total number of bachelor's degrees awarded to blacks has increased; however, the number of bachelor's degrees awarded increased by only 21 percent in biological sciences and 1 percent in engineering and declined by 14 percent in mathematics and statistics and 1 percent in physical sciences (National Science Foundation, 2010).

Details

Beyond Stock Stories and Folktales: African Americans' Paths to STEM Fields
Type: Book
ISBN: 978-1-78052-168-8

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Book part
Publication date: 1 December 2009

Davido Dupree, Marybeth Gasman, Kevin James and Margaret Beale Spencer

Everyone is vulnerable. The degree of balance (or not) between protective factors present (i.e., supports available and accessible) and risk factors present (i.e., cumulative…

Abstract

Everyone is vulnerable. The degree of balance (or not) between protective factors present (i.e., supports available and accessible) and risk factors present (i.e., cumulative challenges confronted) in an individual's life is always relative and linked to inevitable perceptual processes (see Spencer, 2006, 2008). That is, individuals’ perceptions of risk and protection are just as important as the actual presence of risk and protective factors. Thus, it is inescapable that human beings – particularly Black males in the United States – will experience some level of vulnerability at every point across the life course. In fact, a persistent dilemma has been the narrow focus of social science literature on the risks and persistent challenges confronted by Black males. Unfortunately, the successes achieved or manifested resiliency of Black males remains under-analyzed. Thus, a resiliency theme is generally not integrated into the training of those intended to provide and contribute to the building of protective factors which maximize the accessibility to and use of sources of support. Accordingly, independent of the fact that all humans are vulnerable, for some who experience a disproportionate share of risks and challenges given particularly constructed social conditions (e.g., African American males), the mechanisms which promote the obtainment of good outcomes as expressed resiliency are frequently under-examined either conceptually or theoretically.

Details

Black American Males in Higher Education: Research, Programs and Academe
Type: Book
ISBN: 978-1-84950-643-4

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Book part
Publication date: 26 May 2021

Marybeth Gasman

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Details

Reimagining Historically Black Colleges and Universities
Type: Book
ISBN: 978-1-80043-664-0

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Book part
Publication date: 7 September 2011

Marybeth Gasman and Laura W. Perna

In this chapter, we consider the lessons that may be learned from Historically Black Colleges and Universities (HBCUs) about how to promote degree attainment for African American…

Abstract

In this chapter, we consider the lessons that may be learned from Historically Black Colleges and Universities (HBCUs) about how to promote degree attainment for African American women in STEM fields. Specifically, we examine the presence of African American women in the STEM fields, discuss the conventional wisdom on the preparation of STEM graduates, as well as the role that HBCUs play in promoting the success of African American women. We conclude with recommendations for improving the degree attainment of African American women in STEM fields.

Details

Women of Color in Higher Education: Changing Directions and New Perspectives
Type: Book
ISBN: 978-1-78052-182-4

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Book part
Publication date: 12 November 2018

Cheron H. Davis, Adriel A. Hilton and Donavan L. Outten

In this chapter, the editors provide a reflective anecdote describing the professional and personal journey which led to the production of the current volume. The chapter presents…

Abstract

In this chapter, the editors provide a reflective anecdote describing the professional and personal journey which led to the production of the current volume. The chapter presents the aim and scope of the text, chapter descriptions, and the overall goal of the text which includes facilitating conversations around how historically Black colleges or universities (HBCUs) might best support underserved populations of students and faculty.

Details

Underserved Populations at Historically Black Colleges and Universities
Type: Book
ISBN: 978-1-78754-841-1

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Book part
Publication date: 18 January 2021

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The Beauty and the Burden of Being a Black Professor
Type: Book
ISBN: 978-1-83867-267-6

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