a. "The Academic Characteristics of Black and Latino Boys that Matter in Achievement: An Exploratory Achievement Model of Boys in Single-Sex Schools," Margary Martin, Edward Fergus, Pedro Noguera, Metropolitan Center for Urban Education, August 2010.

"The findings presented in this report provide initial understandings of the single-sex school environment and its effects from an ecological perspective. In other words, the way in which these single-sex schools operate and who is operating them has relevance in understanding whether and how students learn "how to do" school well and are successful. Our findings demonstrate that behavioral engagement (i.e., knowing how to do school) is the greatest predictor of positive achievement among the Black and Latino boys attending these schools. More importantly, we found various other school factors that mediate how well students learn to do school, e.g., school climate (including safety, cohesion, and belonging), school-based adult support, perceived instructional quality and rigor, and cognitive engagement in learning. In other words, the more students feel intellectually engaged with what they are learning and the better the quality of school-based adult relationships students have at these single-sex schools, the more likely they are to exhibit academically conducive behavior, which in turn bolsters their academic performance (GPA)."

======================================================

Background and Acknowledgment

With support from the National Science Foundation, the Quality Education for Minorities (QEM) Network conducted three regional workshops during March-April 2010 focused on increasing the enrollment of male undergraduates in science, technology, engineering, and mathematics (STEM) disciplines at Minority-serving Institutions (MSIs). The workshop series focused on effective strategies and best practices for increasing male student enrollment at MSIs, particularly in STEM; and facilitate the identification of potential reinforcing pipeline options. Collectively, the three workshops provided a broad spectrum of representation, experiences and perspectives from representatives of two and four-year Hispanic-serving Institutions (HSIs); Tribal Colleges and Universities/Alaska Native-Serving Institutions (TCUs/ANSIs); and Historically Black Colleges and Universities (HBCUs).

The workshops were designed to accommodate two-person teams from institutions with multi-year awards from the National Science Foundation (NSF)’s Education and Human Resources (EHR) Directorate, or from other programs within the Foundation’s Broadening Participation Portfolio, that have male-focused initiatives underway. While male initiatives currently underway at an institution may not be STEM-focused, the experience gained to date in such efforts may be useful in shaping/informing the development of STEM-focused initiatives. Each two-person team consisted of a STEM faculty member, who is actively involved in the advising and mentoring of students, and a student services staff member actively involved in student recruitment and retention.

Highlights of the workshop agenda include:

· A Plenary Panel Session entitled Researchers’ Perspectives: Broadening the Participation of Males in STEM at HBCUs / HSIs / TCUs_ANSIs

· A Plenary Panel Session focused on Best Practices with Respect to Increasing Enrollment of Males in STEM at HBCUs / HSIs / TCUs_ANSIs

· Concurrent Breakout Sessions focused on the Development of Innovative and Creative Strategies at Critical Junctures along the Educational Pathway

· A Plenary Group Discussion of Facilitating/Inhibiting Factors in the Implementation of Initiatives/Programs to Address Male Participation in Higher Education, Particularly in STEM and Lessons Learned

QEM Network will prepare and disseminate a Summary Report on the best practices, effective strategies, and key workshop findings. For more information on the Regional Workshops for Minority Males, please contact Shirley McBay, Project Director, via email at smmcbay1@qem.org or via telephone at 202/659-1818.

The planners of the Colloquy on Minority Males in STEM are very grateful that QEM has provided the background research gathered in preparation for their meeting for us by us.

AFRICAN AMERICAN MALES

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(1) Call Me Mister, Clemson University

www.callmemister.clemson.edu/

(2) Center for African American Males: Research, Success, and Leadership

www.centerforafricanamericanmales.org

(3) Black Male Initiative Program, Philander Smith College

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(4) African-American Male Initiative, St. Louis Community College

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(5) Nyumburu Black Male Initiative Program, University of Maryland, College Park

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(6) Black Male College Explorers Program, Edward Waters College

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(7) African American Male Resource Center, Chicago State University

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(8) The African American Male Initiative, The Ohio State University

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(9) Black Male Initiative, The City University of New York

http://www.cuny.edu/academics/initiatives/bmi.html

HISPANIC AMERICAN MALES

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NATIVE AMERICAN MALES

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Download the PDF portfolio of the "B through I" references (26 Mb)

Download the PDF portfolio of the "K through T references" (63 Mb)

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