rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Seeing the hidden minority
    sub title: increasing the talent pool through identity, socialization, and mentoring constructs
  title info:
    title: Seeing The hiddEn Minority
  name:
    name part: Rutstein-Riley, Amy
    role:
      role term: editor.
  name:
    name part: Hancock, Stephen D.
    role:
      role term: editor.
  name:
    name part: Richardson, Sonyia
    role:
      role term: editor.
  type of resource: text
  genre: bibliography
  genre: elektronické knihy
  genre: electronic books
  origin info:
    place:
      place term: enk
    date issued: 2020
    copyright date: 2020
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource (170 pages)
  abstract: "The participation of Black students in science, technology, engineering, and mathematics (STEM) fields, is an issue of national concern. Educators and policymakers are seeking to promote STEM studies and eventual degree attainment, especially those from underrepresented groups, including Black students, women, economically disadvantaged, and students with disabilities. Literature shows that this has been of great interest to researchers, policymakers, and institutions for several years (Nettles & Millet, 2006; Council of Graduate School (CGS), 2009; National Science Foundation (NSF), 2006), therefore an extensive understanding of access, attrition, and degree completion for Black students in STEM is needed. According to Hussar and Bailey (2014), the Black and Latino postsecondary enrollment rates will increase by approximately 25% between 2011 and 2022. It is critical that this projected enrollment increase translates into an increase in Black student STEM enrollment, persistence and consequently STEM workforce. In view of the shifting demographic landscape, addressing access, equity and achievement for Black students in STEM is essential. Institutions, whether they are secondary or postsecondary, all have unique formal and informal academic structures that students must learn to navigate in order to become academically and socially acclimated to the institution (Tyler, Brothers, & Haynes, 2014). Therefore positive experience with the academic environment becomes critical to the success of a student persisting and graduating. Understanding and addressing the challenges faced by Black students in STEM begins with understanding the complexities they face at all levels of education. A sense of urgency is now needed to explore these complexities and how they impact students at all educational levels. This book will explore hidden figures and concerns of social connectedness, mentoring practices, and identity constructs that uncover unnoticed talent pools and encourage …
  table of contents: Introduction : seing the hidden minority : increasing the pre-K--20 talent pool pipeline / Andrea L. Tyler -- Using the frameworks of socialization and acculturation to understand the trajectory of scientists of color / Karri A. Holley and Joretta Joseph -- Strategies for using critical systems theory to support socialization of African American students in STEM / Sonyia Richardson and Lenora Crabtree -- Mentoring for STEM advocacy / Cameron Denson and Tamecia R. Jones -- Different worlds : AI? picture of mentorships at PWIs and HBCUs / Daniel Alston and Brandi Copeland-Kamp -- Doctoral student degree attainment : how student realities, networks, and perceptions impact timely degree completion / Carrie Klein and Hironao Okahana -- Reshaping the pipeline : the role of identity on persistence for Black females in science / Andrea L. Tyler and Letimicia Fears -- Strengthening STEM identities : combatting curriculum identity trauma in African American students / Stephen D. Hancock and Michelle B. Pass -- Unearthing factors that contribute to distorted science identities in African American women / Ansley Booker -- Afterword : recurring themes, constructs, implications for theory and practice, and recommendations, guide, and future research / Stephen D. Hancock and Sonyia Richardson.
  note: edited by Andrea L.Tyler, Stephen D. Hancock and Sonyia C. Richardson.
  note: Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty
  note: Includes bibliographical references.
  subject:
    geographic code: n-us---
  subject:
    topic: African Americans
    topic: Education
  subject:
    topic: Mentoring in education
    geographic: United States
  subject:
    topic: Science
    topic: Study and teaching
    topic: Social aspects
    geographic: United States
  subject:
    topic: Minorities in science
    geographic: United States
  subject:
    topic: Academic achievement
    geographic: United States
  subject:
    topic: Education
    topic: Teaching
    topic: Subjects
    topic: Science & Technology
  subject:
    topic: Educational strategies and policy
  subject:
    topic: Teaching of a specific subject
  subject:
    topic: Educational: Sciences, general science
  classification: 371.829/96073
  classification: 376
  related item:
    title info:
      title: Contemporary perspectives on access, equity, and achievement
  identifier: 9781806605446
  identifier: https://proxy.k.utb.cz/login
  access condition: Plný text je dostupný pouze z IP adres počítačů Univerzity Tomáše Bati ve Zlíně nebo vzdáleným přístupem pro zaměstnance a studenty
  record info:
    record content source: DLC
    record creation date: 200218
    record change date: 20250607101044.4
    record identifier: em-9781806605446
    language of cataloging:
      language term: eng