Community Building: Minority Serving Institutions and How They Infl uence Students Pursuing Undergraduate STEM Degrees
According to a report by the National Academy of Sciences (2007), scientifi c and technological innovation can only be secured with individuals’ success in science, technology, engineering, and mathematics (STEM). Because STEM remains White and male-dominated, programs that focus on increasing the participation of female and minority students have been of great interest to organizations, universities, and national agencies (e.g., National Science Foundation [NSF], 2007) alike. Ways to increase students’ interest, participation, matriculation, and completion of STEM undergraduate degrees has been discussed throughout the scholarly community-from primary to secondary to postsecondary school offi cials and researchers. To be fair, discussions on how to improve success in STEM disciplines remains as complex and multifaceted as ever. Certainly, a single approach will not remedy the issue at hand. Rather, several explanations and solutions will need to be implemented if the United States wishes to increase students’ success in STEM.