Academic preparation is critical to increase Black representation in Science, Engineering, and Medicine, but so, too, are such interrelated factors as providing mentoring and role models in sufficient numbers, adequately funding school and community support services, and analyzing the intentional and unintentional consequences of a range of policies and practices. To address these issues, the Roundtable on Black Men and Black Women of the National Academies of Sciences, Engineering, and Medicine convened a virtual workshop on September 2 and 3, 2020. Titled “Educational Pathways for Blacks in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions,” the workshop provided a platform to explore challenges and opportunities, beginning in the earliest years of life through K-12 schooling, undergraduate and postgraduate education, and into the workforce. Presenters throughout the workshop provided perspectives from research and from their own experiences to discuss the need for systemic solutions inside and outside of formal education institutions. This publication summarizes the presentation and discussion of the workshop.

Contents

• The National Academies of SCIENCES • ENGINEERING • MEDICINE
• K–GRAD EDUCATION ACTION GROUP PLANNING COMMITTEE
• ROUNDTABLE ON BLACK MEN AND BLACK WOMEN IN SCIENCE, ENGINEERING, AND MEDICINE
• Preface
• Acknowledgments
• 1. Introduction
  • OPENING REMARKS
  • ORGANIZATION OF THIS PROCEEDINGS
  • REFERENCES
• 2. Background and What Is Missing in Key Milestones and Existing Pathway Programs
  • A LOOK ACROSS THE LIFE CYCLE
  • HISTORICAL CONTEXT OF BLACK REPRESENTATION IN U.S. MEDICAL SCHOOLS
  • SEVEN AREAS FOR POSSIBLE INTERVENTIONS
  • UNDERSTANDING TRENDS AND NEW OPPORTUNITIES
  • DISCUSSION
  • REFERENCES
• 3. Teachers and Young Professionals: Perceived Obstacles, Real Barriers, and Potential Points of Intervention
  • THE NEED FOR COMMUNITY
  • TEACHING AS A LIFETIME COMMITMENT
  • SURVIVING AND THRIVING AS A STUDENT
  • BATTLING IMPOSTER SYNDROME
  • THE NEED FOR DIVERSE FACULTY AND STAFF
  • DISCUSSION
• 4. Review of Gaps and Barriers along the Pathway
  • HIGHER EDUCATION AND STEM DEGREE ATTAINMENT
  • THE ARCHITECTURE OF K–12 EDUCATION
  • A NEW MEANING FOR “EEOC”
  • WELLNESS AND WELL-BEING
  • EXPOSURE, OPTICS, AND SUPPORT
  • DISCUSSION
  • REFERENCES
• 5. Impact of Finances on the Educational Pipeline
  • K–12 SCHOOL FUNDING
  • IMPACT OF FINANCES ON THE MEDICAL SCHOOL PIPELINE
  • HOUSEHOLD RESOURCES AND THE IMPACT ON STUDENT LEARNING
  • DISCUSSION
  • REFERENCES
• 6. Potential Interventions Inside and Outside the Educational Pipeline and Classroom
  • PATHWAY PROGRAMS
  • K–12 TEACHERS AND LEADERS
  • POSTBACCALAUREATE PROGRAM TO PREPARE FOR MEDICAL SCHOOL
  • EXPERIENTIAL LEARNING
  • THE POWER OF CULTURAL MENTORING
  • OPENING THE DOOR TO SUCCESS
  • DISCUSSION
  • REFERENCES
• 7. Congressional and Concluding Remarks
  • REPRESENTATIVE EDDIE BERNICE JOHNSON
  • REPRESENTATIVE BARBARA LEE
  • FINAL REMARKS FROM THE WORKSHOP CO-CHAIRS
  • REFERENCES
• Appendix A. Workshop Agenda
• Appendix B. Biographies of Roundtable Members and Speakers

Suggested citation:

National Academies of Sciences, Engineering, and Medicine. 2022. Educational Pathways for Black Students in Science, Engineering, and Medicine: Exploring Barriers and Possible Interventions: Proceedings of a Workshop. Washington, DC: The National Academies Press. https://doi.org/10.17226/26391.

Digital Object Identifier: https://doi.org/10.17226/26391

Additional copies of this publication are available from the National Academies Press, 500 Fifth Street, NW, Keck 360, Washington, DC 20001; (800) 624-6242 or (202) 334-3313; http://www.nap.edu.

Printed in the United States of America