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Article Excerpt
One of the most significant problems facing science education is the under-representation of African Americans in science related fields (Young, 2005). African American constitute a little more than 12% of the United States population. However, as recently as 1999 African Americans only comprised only 3.4% of persons working in science and engineering related occupations (Young, 2005; NSF, 2004; Hrabowski & Pearson, 1993). These numbers indicate both a need for and a lack of African American presence within the scientific community. Our quality of life, the distinction that sets the citizens of the United States apart from the rest of the world, will be adversely affected by the lack of minority representation within these fields if the issues around this phenomenon are not effectively addressed.
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In order for America to continue to be a leader in scientific advancement we must diversify our workforce. More African Americans majoring and completing degrees in scientific fields would help solve this problem, but unfortunately the numbers are not encouraging. Between 1977 and 1993 the percentage of science and engineering degrees awarded to African Americans was around 6% (Grandy, 1998). In the years between 1994 and 2001 that figure slightly increased (social science was excluded) to around 7.6% (NSF, 2004). If psychology is excluded then that figure is 6.6% (NSF, 2004). It is difficult to understand this dismal increase because numerous studies show that African Americans entering college are as likely, if not more likely than whites, to initially intend a scientific major (Smyth & McArdle, 2002; Leslie, McClure & Oaxaca, 1998; NAS, 1987; Oakes, 1990; Post, Stewart & Smith, 1991; Green, 1989; Lee, 1987; Dunteman, Wisebaker, & Taylor, 1979).
Predominantly African American universities seem to have the greatest success in graduating African Americans in scientific fields. Unfortunately, these institutions comprise only a small percentage of the total number of higher education institutions in America. Between 1997 and 2001 there were 126,790 science and engineering degrees awarded to African Americans; fourteen historically Black universities were in the top twenty institutions conferring these degrees with Florida A&M leading the way with 1,611 (NSF report, 2004). The highest ranked predominantly white institution was the University of Maryland at College Park, ranking fifth with 1,203 (NSF report, 2004).
It is no secret that the majority of the African American students attend pre dominantly white institutions (Booker, 2007; Allen, 1992) and are just as likely to chose a scientific major as white students. Unfortunately, many of these students do not complete their intended scientific major because they leave these majors or get lost in the science pipeline. Some authors attribute this "getting lost" to poor retention programs, lack of pre-college preparation, and the university environment of predominantly white campuses (Hall-Greene, 2000; Cote & Levine, 1997; Hines, 1997; Levin & Wyckoff, 1995). Others attribute this phenomenon to the stereotypical perceptions of African Americans being mentally inferior (Hall-Greene, 2000; Moore, 2000). Still other studies have indicated that isolation and negative experiences are contributors to the lack of African Americans in scientific majors (Scott, 1995; Brand, Glasson, Green, 2006).
Weeding out of science courses
Regardless of the factors, the talents of many African Americans who would have majored and persisted in science-related majors are wasted due to institutional factors that discourage their involvement at predominately white institutions. For example, many freshmen who declare scientific majors at predominately white institutions find themselves struggling due to a design that "weeds" them out (Massey, 1992; Seymour & Hewitt, 1997). The design is hierarchical in nature because it is structured to only let the best students continue on, while simultaneously weeding out those students whose academic abilities...
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