The DOI matches its Crossref record; 7 of the 7 references it cites were found in a registry or an index.
Expanding underrepresented minority participation: America's science and technology talent at the crossroads
Open accessAbstract
Expanding Underrepresented Minority Participation calls for a larger and stronger science and engineering workforce in the United States.As the authors themselves note, calls to increase the number of science, technology, engineering, and mathematics (STEM) graduates have been made over the past six decades because of perceived connections between STEM workforce development and our nation's health, prosperity, and security.Expanding Underrepresented Minority Participation adds to the existing argument the idea that the science and engineering workforce must be made more diverse-that it must draw on the minds and talents of underrepresented minorities because they are both the fastest growing segment of the population and the least likely to pursue STEM degrees.The United States stands again at the crossroads: A national effort to sustain and strengthen S&E [science and engineering] must also include a strategy for ensuring that we draw on the minds and talents of all Americans, including minorities who are underrepresented in S&E and currently embody a vastly underused resource and a lost opportunity for meeting our nation's technology needs.(p. 2)
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Cites
Young women's scientific identity formation in an urban context
Brickhouse, N. W., & Potter, J. T. (2001) · Journal of Research in Science Teaching · doi:10.1002/tea.1041 · Cited by 354
Creating Hybrid Spaces for Engaging School Science Among Urban Middle School Girls
Barton, A. C., Tan, E., & Rivet, A. (2008) · American Educational Research Journal · doi:10.3102/0002831207308641 · Cited by 345
“The Coat Traps All Your Body Heat”: Heterogeneity as Fundamental to Learning
Rosebery, A. S., Ogonowski, M., DiSchino, M., & Warren, B. (2010) · Journal of the Learning Sciences · doi:10.1080/10508406.2010.491752 · Cited by 309
Carlone, H. B., Haun‐Frank, J., & Webb, A. (2011) · Journal of Research in Science Teaching · doi:10.1002/tea.20413 · Cited by 226
Hammond, L. (2001) · Journal of Research in Science Teaching · doi:10.1002/tea.1043 · Cited by 124
Brown, R. P., & Day, E. A. (2006) · Journal of Applied Psychology · doi:10.1037/0021-9010.91.4.979 · Cited by 120 · cited 1×
“box indicating their race or gender prior to taking a standardized test (see, for example, Bonous-Hammarth, 2000; Brown and Day, 2006; Dar-Nimrod and Heine, 2006; Spencer et al., 1999; Steele, 1992; Steele and Aronson, 1995; Steele et al., 2002).”
BackgroundYerrick, R. K., Schiller, J. A., & Reisfeld, J. (2010) · Journal of Research in Science Teaching · doi:10.1002/tea.20388 · Cited by 32
Cited by
Theobald, E. J., Hill, M. J., Tran, E., Agrawal, S., Arroyo, E. N., Behling, S., Chambwe, N., Cintrón, D. L., Cooper, J. D., Dunster, G., et al. (2020) · Proceedings of the National Academy of Sciences · doi:10.1073/pnas.1916903117 · Cited by 1,387
Race, Ethnicity, and NIH Research Awards
Ginther, D. K., Schaffer, W. T., Schnell, J., Masimore, B., Liu, F., Haak, L. L., & Kington, R. (2011) · Science · doi:10.1126/science.1196783 · Cited by 1,075
The Challenges of Defining and Measuring Student Engagement in Science
Sinatra, G. M., Heddy, B. C., & Lombardi, D. (2015) · Educational Psychologist · doi:10.1080/00461520.2014.1002924 · Cited by 1,044
Ong, M., Wright, C., Espinosa, L., & Orfield, G. (2011) · Harvard Educational Review · doi:10.17763/haer.81.2.t022245n7x4752v2 · Cited by 974
Singer, S., & Smith, K. A. (2013) · Journal of Engineering Education · doi:10.1002/jee.20030 · Cited by 835
Metadata
- Authors
- Bianchini, J. A.
- Venue
- Science Education
- Publisher
- Wiley
- Published
- 2012-08-07
- Volume
- 97
- Issue
- 1
- Pages
- 163-166
- ISSN
- 0036-8326 (ISSN-L)
- 1098-237X
- OpenAlex
- W1515735338
- Cited by
- 560
- References
- 7
- FWCI
- 102.30
- Type
- journal article
- Language
- en
- Open access
- bronze
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