Diversity and the Pipeline
Resources in this bibliography present programs and suggestions for increasing the presence and participation of ethnic minorities in higher education and specific career paths.
Books
Motha, S. (2006). Out of the safety zone. In Curtis, A. & Romney, M. (Eds.). Color, race, and English language teaching: Shades of meaning (pp. 161–172). Mahwah, NJ: Lawrence Erlbaum Associates.
The chapter discusses the need for colleges of education to invest in increasing diversity of teacher candidates and teacher educators through minority recruitment and careful mentorship.
Book Chapters
Kohout, J. & Pion, G. (1990). Participation of ethnic minorities in psychology: Where do we stand today? In Stricker, G., Davis-Russell, E., Bourg, E., Duran, E., Hammond, W. R. (Eds.), Toward ethnic diversification in psychology education and training (pp. 153–165). Washington, DC: American Psychological Association.
This chapter examines ethnic minority participation in psychology at all stages of the academic pipeline from high school to the doctoral program. The intention is to identify the major points of attrition along the educational system for these students.
Journal Articles
Cochran, R. D. (2003). The minority rural health pipeline project: Potentially underachieving rural minority students in college. Dissertation Abstracts International Section A: Humanities and Social Sciences, 64(5-A), 1524.
This study investigates a summer enrichment program designed to prevent underachievement in rural minority college students interested in healthcare professions.
Cooper, C. R., Chavira, G., & Mena, D. D. (2005). From pipelines to partnerships: A synthesis of research on how diverse families, schools, and communities support children's pathways through school. Journal of Education for Students Placed at Risk, 10(4), 407–430.
This article explains the relationship between five issues related to the academic pipeline problem among ethnically diverse students. Major factors influencing progress for this population include demographics; family support; exposure to math and language; links among family, schools, peers, and communities; and educational partnerships.
Erwin, K., Blumenthal, D. S., Chapel, T., & Allwood, L. V. (2004). Building an academic–community partnership for increasing the representation of minorities in the health professions. Journal of Health Care for the Poor and Underserved, 15(4), 589–602.
This study evaluated collaboration among academic and community partners in a program to recruit African American youth into the health professions. The health career pipeline consisted of 14 subprograms designed to enrich academic science curricula, stimulate the interest of students in health careers, and facilitate entry into professional schools and other graduate-level educational programs.
Jayaratne, T. E., Thomas, N. G., & Trautmann, M., (2003). Intervention program to keep girls in the science pipeline: Outcome differences by ethnic status. Journal of Research in Science Teaching, 40(4), 393–414.
This study evaluated a 2-week residential program aimed at enhancing the science interest and persistence of high-achieving 8th grade girls.
Maton, K. I., Kohout, J. L., Wicherski, M., Leary, G. E., & Vinokurov, A. (2006). Minority students of color and the psychology graduate pipeline: Disquieting and encouraging trends, 1989–2003. American Psychologist, 61(2), 117–131.
Trends in the minority graduate pipeline are examined. Promising trends include a rise in the percentage (to nearly 25%) of minority psychology students receiving the bachelor's degree and a rise to more than 20% receiving the master's degree. Troubling trends include the stalling of growth in minority doctoral degree receipt since 1999 and the lack of growth in the percentage of African American and Hispanic/Latino(a) students entering doctoral programs.
Mazon, M. R., & Ross, H. (1990). Minorities in the higher education pipeline: A critical view. Western Journal of Black Studies, 14(3), 159–165.
For minority students, the higher education pipeline begins in high school and feeds into community colleges. The low numbers of minorities in four-year institutions and doctoral and master's degree programs are discussed. Recommendations are made for increasing the minority student population and the participation of minority faculty.
Phillip-Evans, V. B. (1999). The academic pipeline: Race, gender, and informal contacts in graduate school. Dissertation Abstracts International Section A: Humanities and Social Sciences, 60(4-A), 1335.
This article emphasizes the importance of informal contacts with faculty as a factor in determining the trajectory of female minority doctoral students.
Rogers, M. R., & Molina, L. E. (2006). Exemplary efforts in psychology to recruit and retain graduate students of color. American Psychologist, 61(2), 143–156.
The study profiles recruitment and retention strategies used at 11 departments and programs considered to be making exemplary efforts to attract and retain minority students of color.
Russell, M. L. (2005). Traveling the road to success: A discourse on persistence throughout the science pipeline with African American students at a predominantly White institution. Journal of Research in Science Teaching, 42(6), 691–715.
This study focuses on 11 African American undergraduate seniors in a biology degree program at a predominantly White research institution in the southeastern United States. In discussing their high school and college experiences through the pipeline, participants identified factors related to their academic persistence.
Thurmond, V. B., & Cregler, L. L. (1999). Why students drop out of the pipeline to health professions careers: A follow-up of gifted minority high school students. Academic Medicine, 74(4), 448–451.
The study tracked the career choices of a group of gifted minority students who participated in the Student Educational Enrichment Program (SEEP) at the Medical College of Georgia.
Yutrzenka, B. A., Todd-Bazemore, E., & Caraway, S. J. (1999). Four Winds: The evolution of culturally inclusive clinical psychology training for Native Americans. International Review of Psychiatry, 11(2-3), 129–135.
Native Americans are substantially underrepresented along all levels of the educational pipeline and among ethnic minority psychologists. This article introduces a program at the University of South Dakota called the “Four Winds.” This culturally inclusive training program provides a comprehensive educational experience that emphasizes achieving a balance between the students' Native culture and their academic training and has the ultimate goal of increasing the number of Native Americans who enter the educational pipeline and complete their doctoral training in clinical psychology.
This is how “Four Winds” was written in the summary that I paraphrased.
Web Sites and Other Resources
The Pipeline
http://www.apa.org/pi/oema/programs/nigms_pipeline.html
The Pipeline is published through the American Psychological Association (APA)/National Institute of General Medical Sciences (NIGMS) Project. The Pipeline provides information on the progress of the APA/NIGMS project on Developing Minority Biomedical Talent in Psychology and facilitates communication among the participants in the project.
Office of Ethnic Minority Affairs. (2000, May). Model strategies for ethnic minority recruitment and retention in higher education. Retrieved February 9, 2007, from http://www.apa.org/pi/oema/modelstrategies.pdf
This special section consists of all model strategies previously published in the Communiqué from 1995–1999. It also consists of the strategies of those three psychology departments that were the awardees of the inaugural 1999 APA Suinn Minority Achievement Award.
Figueroa-Garcia, A., Goodwin, K., Skourtes, S., & Holliday, B. G. (1998, March). Psychology education and careers #1: Guidebook for high school students of color. Retrieved February 9, 2007, from http://www.apa.org/pi/oema/careers/book1/homepage.html
This pamphlet provides advice to high school students who might be interested in pursuing education and careers in psychology.
Figueroa-Garcia, A., Goodwin, K., Skourtes, S., & Hollida, B. G. (1998, March). Psychology education and careers #2: Guidebook for college students of color. Retrieved February 9, 2007, from http://www.apa.org/pi/oema/careers/book2/
This pamphlet provides advice to college students of color interested in pursuing education and career in psychology.
Committee of Students Concerned With Ethnic Issues (March, 1998). Psychology education and careers #3: Guidebook for college students of color applying to graduate and professional programs. Retrieved February 9, 2007, from http://www.apa.org/pi/oema/careers/book3/
Describes the process for applying to graduate/professional education in psychology and provides great tips!
Myers, H. F., Hailstorks, R. J., Leung, P., McCarty, R., Miranda, M., Singleton, E. G., Smedley, B. D., & Wohlford, P. (1998, March). Psychology education and careers #4: Resources for psychology training programs recruiting students of color. Retrieved February 9, 2007, from http://www.apa.org/pi/oema/careers/book4/
The APA Commission on Ethic Minority Recruitment, Retention, and Training in Psychology. Provides a quick guide to action in support of increased student minority recruitment and retention.
Chang, J. C. (n.d.). Women and minorities in the science, mathematics and engineering pipeline. Retrieved February 9, 2007, from http://www.ericdigests.org/2003-2/women.html
Currently, all along the educational pipeline, students are being lost in the fields of science, mathematics and engineering. Moreover, the participation and persistence rates of women and minorities in these fields are dramatically lower than those of the general student population. This article examines factors affecting interests in science, challenges in retaining students and new efforts at retaining underrepresented students.