Enhancing Global Research and Education (G-STEM) at Spelman College

Abstract

Across the USA, there is a disproportionally lower number of African-American women who choose to pursue degrees and careers in the STEM (science, technology, engineering, and mathematics) disciplines. Spelman College, a historically Black college and a global leader in the education of women of African descent, has made strategic and focused efforts to increase the international experiences of all students; however, there are specific challenges related to STEM students. To meet these challenges, the “Enhancing Global Research and Education in STEM” program (G-STEM) was created to provide African-American STEM students with formally mentored international research experiences so that they complete their undergraduate STEM major with transformative worldviews. The G-STEM program has created 15 international partnerships, and offers STEM research placements across the globe. A total of 104 students have participated in this program; and 98% of these students have graduated, or are set to graduate. Of those that have graduated, 42% are currently enrolled in STEM graduate programs (MS or PhD) or health-career graduate programs (medicine, nursing, dentistry). These numbers indicate that the exposure to structured international research experiences may significantly influence a student’s likelihood of graduation and further pursuit of a career in the STEM disciplines. This chapter reviews the development of the G-STEM program, highlighting successful international research partnership typologies, recruitment and retention practices of underrepresented students, and the development of an integrated mentoring program. Student experiences and outcomes are presented, followed by a discussion of the barriers to STEM student participation in international research experiences.