Minority-serving Institutions Research Articles

Racialized Patterns in the Distribution of Congressional Pork: Implications for Postsecondary Equity and Organizational Transformation

Troubled by the inequities in competitive grantmaking, we use critical quantitative methods to analyze the FY2023 federal academic earmarks as a potential mechanism for racialized change work. Specifically, we ask: To what extent does Congress distribute academic earmarks in ways that reinforce or weaken the racialized stratification of resources across organizations in the field? Accordingly, we identify distribution patterns of academic earmarks, considering the allocation of dollars and types of earmarks (i.e., general capacity-building versus specialized grants) across colleges and universities, between White-serving institutions and minority-serving institutions (MSIs), and among MSIs. Based on our analysis, Congress favored a racially reproductive funding portfolio, driven by smaller and more restrictive allocations, not fewer earmarks. However, the distribution of earmarks among MSIs defied normed expectations, as Congress did not privilege whiter, more prestigious MSIs, signaling the potential of pork-barrel politics for racially reparative work.

Leveling up the Mission: HBCUs’ Potentials towards a Global U.S. Study Abroad.

The effort to expand the U.S. study abroad programs to have a global impact has never been fully expressed by Higher Education Institutions (HEIs) and study abroad administrators. Study Abroad since its inception has not been a truly global platform. This article constructively points out the existing potential of Minority Serving Institutions (MSIs) to make the U.S. study abroad a truly global program capable of defending U.S. national interest in this era of inter-dependence among nations, especially as the global knowledge economy and cultural competence advantage take center stage. Study abroad is at a crossroads at the moment, new ideas must be developed for study abroad to justify the true potential of education abroad. Over two decades, four countries in Western Europe have been hosting the highest number of U.S. students in study abroad. There is no evidence that this trend will reach the entire globe as a reciprocity of international students in U.S. colleges and universities.

#Wematter: Creating culturally tailored health promotion content for Black and Latina college women on Instagram.

Although students at Minority-Serving Institutions (HBCUs, HSIs, TCUs, AAPISIs) have been found to make sound health choices as compared to their counterparts at Predominately White Institutions and have positive expectancy outcomes of physical activity engagement, it is consistently suggested that MSIs examine and bolster health enhancing avenues. Black and Latina women frequently use social media platforms to connect to content that can initiate and support lifestyle changes or improvements. Thus, establishing culturally relevant health related social media content geared toward Black and Latina College Women (BLCW) may be successful in achieving health-related goals. Therefore, the purpose of this study using social identity theory as a theoretical lens, was to identify the fundamental characteristics of culturally tailored health-related content for BLCW. This study employed a qualitative approach to ascertain the characteristics of culturally tailored health-related content for BLCW. Black and Latina college women were asked to provide feedback on mock culturally tailored health-related content in semi-structured focus groups. Participants discussed the authenticity and cultural relevancy of images designed to promote physical activity engagement and other healthy behaviors. Results indicated that at a minimum, culturally tailored health-related content should include an array of body shapes, authentic language and messaging, in relevant settings. Moreover, BLCW prefer content that is realistic, reflects their experiences, and embodies their relevant identities. Social media content designed to attract and promote healthy lifestyles of BLCW must be comprised of imagery and language that represent the diversity of the priority group. The findings from this study can help to establish best practices when designing content intended to strengthen wellness among college students and young adults.

Empowering Underrepresented Researchers Through Effective Writing Support

Background: Effective writing support is crucial for enhancing research competitiveness, particularly at Historically Black Colleges and Universities (HBCUs), where faculty face significant challenges such as high teaching loads and limited research resources. These barriers often hinder research productivity, particularly in biomedical and STEM fields, which are critical for addressing health disparities. To address these challenges, Morgan State University, a midsize HBCU, implemented a series of grant-writing workshops (GWWs) and Scientific Writing Accountability Groups (SWAGs) to enhance faculty research capabilities. Aims: The goal of this study was to assess their effectiveness in terms of increasing writing confidence among participants and increasing grant submission rates and research productivity among early-career and tenure-stream faculty. The workshops were particularly focused on helping faculty develop competitive NIH-style research proposals. Methods: The GWWs and SWAGs provided structured, hands-on coaching for proposal and manuscript writing. The GWWs focused on teaching key grant-writing skills, such as formulating research questions, designing studies, and writing proposals. Meanwhile, the SWAGs supported ongoing writing accountability, encouraging participants to develop consistent writing habits and providing peer feedback. Participants’ progress was assessed through pre- and post-workshop surveys that measured confidence in writing tasks, as well as tracking grant submissions and funding outcomes. Results: Since 2019, five series of GWWs and four SWAG sessions have been held, leading to significant gains in self-efficacy and productivity. Participants in the GWWs reported improved confidence in tasks such as formulating research questions, conducting literature reviews, and writing proposals. Those involved in accountability groups reported improved writing habits and progress on manuscripts, grants, and other academic projects. Overall, these programs contributed to a 78% grant submission rate among attendees, compared to 55% for non-attendees. A total of 174 proposals were submitted, resulting in over $84 million in funding. Conclusion: The workshops and accountability groups were highly effective in enhancing faculty research productivity and grant success. These initiatives demonstrate the value of providing structured writing support at under-resourced institutions, particularly HBCUs, to build a more competitive and diverse research workforce. The success of these programs highlights the potential for similar models to be implemented at other minority-serving institutions to address health disparities and foster academic excellence.

The Emergence and Impact of Regional Research University Collaborations: The Rapidly Changing Landscape in University Research and Innovation

Regional universities are expanding rapidly in their research impact today. More generally, these universities are emerging rapidly in their significance and in their ability to produce rapid positive social change. Many national laboratories have developed research opportunities and shared governance through major research university collaborations, with an emphasis on nearby educational institutions. This is expanding state-of-the-art research facilities in less populated regions of the United States that were under-capitalized in research infrastructure in the past. Many regional research universities today are both Carnegie R1 (very high research) universities and Minority Serving Institutions, particularly R1 and Hispanic Serving Institutions (HSI). Twenty-one such educational institutions across the United States, including the University of South Florida, which launched the National Academy of Inventors (NAI) over a decade ago, are both Carnegie R1 universities and HSIs. Given the shift in the demographics of the United States, these minority-serving R1 research universities are likely to gain in their influence, impact, and prestige rapidly over the years to come. This paper provides a summary of the NAI panel discussion and more background information on this important topic.

Abstract A047: Increasing cancer-related community-engagement strategies among Historically Black Colleges and Universities and Minority Serving Institutions

Abstract Addressing cultural beliefs and barriers is imperative to successfully designing and implementing behavior change interventions to increase cancer screening and treatment among underserved communities. Community-based participatory research (CBPR) fosters proven strategies that reduce barriers to cancer screening in several diverse population groups. Citizen scientists are laypersons who do not have formal science training but receive training to engage in research efforts responsive to community needs. Project Brotherhood, a community-based health organization on Chicago’s southside, has developed a community engagement model known as the Murray Model. It specifically engages black men in improving their health status. One aspect is engaging black men as citizen scientists to address cancer disparities within their communities. Evidence shows that citizen scientists were better equipped to understand lung cancer risks and increased their advocacy for better health within their communities. In partnership with Project Brotherhood and the University of Illinois Cancer Center, the National Cancer Institute, Informatics Technology for Cancer Research (ITCR) Training Network (ITN) Program is scaling up the citizen scientist Train-the-Trainer program at historically black colleges and universities and minority-serving universities. The Train-the-Trainer ITCR citizen scientist program is partnering with the Morehouse School of Medicine to increase its community and academic capacities in the Atlanta metro area to address cancer disparities. Citation Format: Rohan D. Jeremiah, Marcus Murray, Maisha Standifer, LeChaun Kendall, Carrie Wright, Candace Savonen, Jeff Leeks. Increasing cancer-related community-engagement strategies among Historically Black Colleges and Universities and Minority Serving Institutions [abstract]. In: Proceedings of the 16th AACR Conference on the Science of Cancer Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; 2023 Sep 29-Oct 2;Orlando, FL. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2023;32(12 Suppl):Abstract nr A047.

Long-term mortality burden trends attributed to black carbon and PM2·5 from wildfire emissions across the continental USA from 2000 to 2020: a deep learning modelling study

Long-term improvements in air quality and public health in the continental USA were disrupted over the past decade by increased fire emissions that potentially offset the decrease in anthropogenic emissions. This study aims to estimate trends in black carbon and PM2·5 concentrations and their attributable mortality burden across the USA. In this study, we derived daily concentrations of PM2·5 and its highly toxic black carbon component at a 1-km resolution in the USA from 2000 to 2020 via deep learning that integrated big data from satellites, models, and surface observations. We estimated the annual PM2·5-attributable and black carbon-attributable mortality burden at each 1-km2 grid using concentration-response functions collected from a national cohort study and a meta-analysis study, respectively. We investigated the spatiotemporal linear-regressed trends in PM2·5 and black carbon pollution and their associated premature deaths from 2000 to 2020, and the impact of wildfires on air quality and public health. Our results showed that PM2·5 and black carbon estimates are reliable, with sample-based cross-validated coefficients of determination of 0·82 and 0·80, respectively, for daily estimates (0·97 and 0·95 for monthly estimates). Both PM2·5 and black carbon in the USA showed significantly decreasing trends overall during 2000 to 2020 (22% decrease for PM2·5 and 11% decrease for black carbon), leading to a reduction of around 4200 premature deaths per year (95% CI 2960-5050). However, since 2010, the decreasing trends of fine particles and premature deaths have reversed to increase in the western USA (55% increase in PM2·5, 86% increase in black carbon, and increase of 670 premature deaths [460-810]), while remaining mostly unchanged in the eastern USA. The western USA showed large interannual fluctuations that were attributable to the increasing incidence of wildfires. Furthermore, the black carbon-to-PM2·5 mass ratio increased annually by 2·4% across the USA, mainly due to increasing wildfire emissions in the western USA and more rapid reductions of other components in the eastern USA, suggesting a potential increase in the relative toxicity of PM2·5. 100% of populated areas in the USA have experienced at least one day of PM2·5 pollution exceeding the daily air quality guideline level of 15 μg/m3 during 2000-2020, with 99% experiencing at least 7 days and 85% experiencing at least 30 days. The recent widespread wildfires have greatly increased the daily exposure risks in the western USA, and have also impacted the midwestern USA due to the long-range transport of smoke. Wildfires have become increasingly intensive and frequent in the western USA, resulting in a significant increase in smoke-related emissions in populated areas. This increase is likely to have contributed to a decline in air quality and an increase in attributable mortality. Reducing fire risk via effective policies besides mitigation of climate warming, such as wildfire prevention and management, forest restoration, and new revenue generation, could substantially improve air quality and public health in the coming decades. National Aeronautics and Space Administration (NASA) Applied Science programme, NASA MODIS maintenance programme, NASA MAIA satellite mission programme, NASA GMAO core fund, National Oceanic and Atmospheric Administration (NOAA) GEO-XO project, NOAA Atmospheric Chemistry, Carbon Cycle, and Climate (AC4) programme, and NOAA Educational Partnership Program with Minority Serving Institutions.

Revisiting barriers to implementation of bioinformatics into life sciences education

IntroductionBioinformatics is an interdisciplinary field at the intersection of computational and biological sciences that focuses on the analysis and interpretation of large biological data sets. Although recognized as essential in the life sciences, bioinformatics is not commonly integrated in undergraduate life science education programs. Based on a national survey in 2016, the Network for Integrating Bioinformatics into Life Sciences Education (NIBLSE) published a community-sourced set of core competencies in bioinformatics education. The survey also identified barriers that prevent incorporation of these competencies into the curriculum. In the current study, the NIBLSE group reports the findings of a new survey to 509 life science educators across the US in 2022 to identify current barriers of bioinformatics integration and to determine if the landscape of bioinformatics education has changed since the 2016 survey.ResultsSimilar to previous results, a majority of respondents who currently teach bioinformatics or plan to teach bioinformatics report barriers. The top two barriers reported are students lacking prerequisite skills/knowledge and instructors lacking time to restructure course content. As in 2016, women reported experiencing barriers to bioinformatics teaching significantly more often than men; faculty from underrepresented minority backgrounds reported barriers more often than non-URM faculty; and educators at minority-serving institutions (MSIs) reported barriers more frequently than colleagues at non-MSIs. For additional insight into the barriers facing these educators, we conducted focus groups which provided qualitative data that supported the survey findings and revealed common themes including faculty perceptions of the relevance of bioinformatics in the curriculum. Despite the perceived value of bioinformatics education, many focus group members cited lack of student preparation and interest, and technological access as barriers. Participants also discussed how professional development and community support would enhance and sustain bioinformatics teaching.DiscussionTaken all together, this study indicates that challenges remain, which vary among faculty types and settings, but that more educators are attempting to integrate bioinformatics into life sciences education. In summary, our results suggest that redoubled efforts to provide training and community support to life sciences faculty is necessary.

The use of the individual development plan at minority serving institutions

The Individual Development Plan (IDP) is a common mentoring tool in higher education. Students and postdoctoral researchers can use an IDP to facilitate conversations with their mentors and create action plans to support future goals. The entire process helps mentees achieve both short- and long-term objectives. Little is known about how historically underrepresented minority groups are supported during this process. This study investigated IDP implementation at 504 minority serving institutions (MSIs) that primarily serve African American, Hispanic/Latinx, and Native-American populations. Using content analysis, we systematically reviewed the publicly available IDP tools and policies at each MSI. Although several crucial mentoring components and implementation strategies were identified, there was a noticeable absence of emphasis on multicultural mentoring guidance and psychosocial support throughout the process. Our findings offer decision-makers and faculty mentors insights into supporting minority trainees and lay the foundation for future research in the field of IDPs.

Centers for AIDS Research (CFAR) Diversity, Equity, and Inclusion Pathway Initiative (CDEIPI): Developing Career Pathways for Early-Stage Scholars From Racial and Ethnic Groups Underrepresented in HIV Science and Medicine.

There is an urgent need to increase diversity among scientific investigators in the HIV research field to be more reflective of communities highly affected by the HIV epidemic. Thus, it is critical to promote the inclusion and advancement of early-stage scholars from racial and ethnic groups underrepresented in HIV science and medicine. To widen the HIV research career pathway for early-stage scholars from underrepresented minority groups, the National Institutes of Health supported the development of the Centers for AIDS Research (CFAR) Diversity, Equity, and Inclusion Pathway Initiative (CDEIPI). This program was created through partnerships between CFARs and Historically Black Colleges and Universities and other Minority Serving Institutions throughout the United States. Seventeen CFARs and more than 20 Historically Black Colleges and Universities and Minority Serving Institutions have participated in this initiative to date. Programs were designed for the high school (8), undergraduate (13), post baccalaureate (2), graduate (12), and postdoctoral (4) levels. Various pedagogical approaches were used including didactic seminar series, intensive multiday workshops, summer residential programs, and mentored research internship opportunities. During the first 18 months of the initiative, 257 student scholars participated in CDEIPI programs including 150 high school, 73 undergraduate, 3 post baccalaureate, 27 graduate, and 4 postdoctoral students. Numerous student scholars from a wide range of educational levels, geographic backgrounds, and racial and ethnic minority groups have engaged in CDEIPI programs. Timely and comprehensive program evaluation data will be critical to support a long-term commitment to this unique training initiative.

Backtalk: Minority-Serving Institutions: Leaders in teacher education innovation

The clinical experience is one of the most important parts of teacher education, but many teacher candidates have little field experience before becoming teachers or have field experience that it reserved for the end of their program and is disconnected from their coursework. Alice E. Ginsberg, Marybeth Gasman, and Andrés Castro Samayoa share how Minority-Serving Institutions (MSIs) are developing teacher education models that enable candidates to spend more time in preK-12 classrooms throughout their education and to see how their university-level coursework connects to classroom practice. Because MSIs prioritize connecting to the community, instead of focusing primarily on research and publishing, teacher educators are able to spend more time at school sites, solidifying the connection between teacher education and the preK-12 classroom.

Pathways and Intersections: Multifaceted Approaches to Engage Individuals From Underrepresented and Marginalized Communities in HIV Research and Career Development.

The underrepresentation of historically marginalized groups in the HIV research workforce is a barrier to reaching national Ending the Epidemic goals. The Harvard University Center for AIDS Research (HU CFAR) Diversity Equity and Inclusion Working Group (DEI WG) uses a multifaceted approach to enhance the field's diversity. We established a DEI WG to improve the recruitment, inclusion, and retention of underrepresented minorities (URMs) in HIV research. We use community-based, participatory processes to establish and expand education and outreach programs about HIV care and research to better connect the HU CFAR to communities affected by HIV. This article reports on the development of the WG in July 2022, progress in its first year, and future plans. We have built a network of >50 investigators across the university for monthly meetings; partnered with existing research pathway programs for high school, undergraduate, and graduate students, directly supporting 7 new trainees and linking CFAR investigators to additional mentorship opportunities; and created 2-year Scholar Awards for 5 URM investigators in HIV. Planned work includes needs assessments for early-stage investigators to understand factors contributing to inclusion and retention and new pathway and outreach programming being developed with community partner minority-serving institutions. The HU CFAR DEI WG strives to ensure that individuals from underrepresented, marginalized, and minoritized communities have an opportunity to contribute to HIV research and that research is informed by the needs of the communities affected by the epidemic. An intersectional approach should be incorporated into HIV research pathway initiatives.

Small CBPR Grants Program: An Innovative Model to Build Sustainable Academic-Community Partnerships.

Community-based participatory research (CBPR) is an effective approach for addressing health disparities by integrating diverse knowledge and expertise from both academic and community partners throughout the research process. However, more is needed to invest in the foundational infrastructure and resources that are necessary for building and maintaining lasting trusting research partnerships and supporting them to generate impactful CBPR-based research knowledge and solutions. Small CBPR Grants Program is a CBPR-seed-funding program that may be particularly helpful to minority-serving institutions' and universities' goal to invest in genuine community-engaged participatory research. Between 2016 and 2019, the Morgan State University Prevention Sciences Research Center, in collaboration with other community and academic organizations, provided 14 small CBPR awards to new partnerships, and evaluated the success and challenges of the program over a period of three years. To achieve our goal, technical support and training were provided to these partnerships to help with their growth and success. The expected outcomes included trusting relationships and equitable partnerships, as well as publications, presentations, and new proposals and awards to work on mutually identified issues. The program's resulted in continued partnerships beyond the program (in most cases), a founded CBPR Center namely ASCEND, and several secured additional fundings. Keys to the program's success were supporting the formation of research partnerships through networking opportunities and information sessions, as well as providing small grants to incentivize the development of innovative concepts and projects. A learning network and local support group were also created to enhance productivity and the overall impact of each project.

Taking stock of campus mentoring ecosystems: a peer assessment dialogue exercise

PurposeThe purpose of this study was to examine the experiences of multiple campus teams as they engaged in the assessment of their science, technology, engineering and mathematics (STEM) mentoring ecosystems within a peer assessment dialogue exercise.Design/methodology/approachThis project utilized a qualitative multicase study method involving six campus teams, drawing upon completed inventory and visual mapping artefacts, session observations and debriefing interviews. The campuses included research universities, small colleges and minority-serving institutions (MSIs) across the United States of America. The authors analysed which features of the peer assessment dialogue exercise scaffolded participants' learning about ecosystem synergies and threats.FindingsThe results illustrated the benefit of instructor modelling, intra-team process time and multiple rounds of peer assessment. Participants gained new insights into their own campuses and an increased sense of possibility by dialoguing with peer campuses.Research limitations/implicationsThis project involved teams from a small set of institutions, relying on observational and self-reported debriefing data. Future research could centre perspectives of institutional leaders.Practical implicationsThe authors recommend dedicating time to the institutional assessment of mentoring ecosystems. Investing in a campus-wide mentoring infrastructure could align with campus equity goals.Originality/valueIn contrast to studies that have focussed solely on programmatic outcomes of mentoring, this study explored strategies to strengthen institutional mentoring ecosystems in higher education, with a focus on peer assessment, dialogue and learning exercises.

The community engagement course and action network: strengthening community and academic research partnerships to advance health equity.

Historically Black Colleges and Universities and Minority Serving Institutions are uniquely positioned to implement community-campus research partnerships based on a history of service, the pursuit of community trustworthiness and student demographics often similar to surrounding marginalized communities. The Morehouse School of Medicine Prevention Research Center collaborates with members of Historically Black Colleges and Universities, Minority Serving Institutes, and community organizations on the Community Engaged Course and Action Network. This network is the first of its kind and aims to strengthen members' ability to implement Community-Based Participatory Research (CBPR) principles and partnerships. Projects address public health priorities including mental health among communities of color, zoonotic disease prevention, and urban food deserts. To assess the effectiveness of the network, a Participatory Evaluation framework was implemented to conduct process evaluation which included review of partnership structures, operations, project implementation processes, and preliminary outcomes of the research collaborations. A focus group of Community Engagement Course and Action Network members (community and academic) was also conducted to identify benefits and challenges of the network with emphasis on key areas for improvement to further enhance the relationships between partners and to facilitate their subsequent community-campus research. Network improvements were tied to themes strengthening community-academic partnerships including sharing and fellowship, coalition building and collaboration, and greater connections and awareness of community needs through their current community-academic partnerships. The need to conduct ongoing evaluation during and after implementation, for determining the early adoption of CBPR approaches was also identified. Evaluation of the network's processes, infrastructure, and operation provides early lessons learned to strengthen the network. Ongoing assessment is also essential for ensuring continuous quality improvement across partnerships such as determining CBPR fidelity, assessing partnership synergy, and dynamics, and for quality improvement of research protocol. The implications and potential for advancing implementation science through this and similar networks are great towards advancing leadership in modeling how foundations in community service can advance to CBPR partnership formation and ultimately, health equity approaches, that are local defined and assessed.

Enhancing Academic Motivation and Ethno Racial Identity Development Through Ethnic and Racial Coalition in Minority Serving Institutions

Enhancing Academic Motivation and Ethno Racial Identity Development Through Ethnic and Racial Coalition in Minority Serving Institutions

Centering minority‐serving institutions to counter dominant narratives about leadership identity development

AbstractThis article focuses on Historically Black Colleges and Universities (HBCUs), Hispanic‐Serving Institutions (HSIs), Tribal Colleges and Universities (TCUs), and Asian American and Native American Pacific Islander‐Serving Institutions (AANAPISIs). These institution types are united by their commitments to racially and ethnically minoritized communities, expanding educational access, facilitating culturally affirming education, and developing collective and socially responsible leaders. As a counternarrative, the authors situate leadership identity development (LID) at Minority‐Serving Institutions (MSIs) to decenter whiteness in leadership scholarship and enactment and to elevate MSIs and their impact on students’ leader and leadership identity development (LID).

Navigating White Waters: Generation Z Untraditional College Transition Amid Unprecedented Social, Health, and Academic Crisis

Over the last three years, crises of a historical magnitude have had a profound impact on the higher education system in the U.S. During the spring of March 2020, COVID-19, referred to as the coronavirus, caused a significant health crisis, killing hundreds of thousands of people, while disrupting the educational, economic, and health system (Gupta, 2021). The following year, a 46-year-old black man, George Floyd, was brutally murdered by a white police officer, sparking violent protests and debate around racial equity, policing, and justice. A toxic and polarizing political environment further complicated issues under the controversial leadership of President Donald Trump. Colleges and universities had to quickly pivot to remote instruction, enforce mask mandates, and carefully navigate discourse to minimize disruption to the education of students. The adjustment was challenging for most institutions, particularly those classified as Hispanic Serving Institutions (HSI) or Minority Serving Institutions (MSI). They are usually under-resourced but serve many marginalized, low-income, first-generation, and at-risk students. These organizations encountered both obstacles and opportunities in the attempt to usher in a new generation of learners, Generation Z. Generation Z, often referred to as Gen-Z, are those individuals born between the years 1995-2015; a group that has experienced an untraditional and unprecedented college transition that will have a lasting impact on their younger and older adult lives. This qualitative case study explored the lived experience of Generation Z college students as they navigated the uncertain and tumultuous college transition into an HSI/MSI during the large-scale U.S. and world crises.

Toward a Race-Conscious Entrepreneurship Education

This article advocates for race-conscious science, technology, engineering/computer science, and mathematics (STEM) innovation and entrepreneurship (I&E) education. Results from a national survey of the academic plans and career trajectories of underrepresented and minoritized (URM) STEM students and alumni suggest that URM STEM students need robust opportunities to apply their scientific and engineering insights to societal problems, while empowering them to be entrepreneurs. Specifically, we find evidence of a relationship between racialized stress and racial activism for nascent URM STEM entrepreneurs among master’s and doctoral STEM students the majority of whom identify as African American/Black and/or Latinx/Hispanic/Chicano. Furthermore, entrepreneurial intent among Black STEMers is greatest among those who have experienced social suffering coupled with a desire for racial justice, and this relationship is amplified for students and alumni of minority serving institutions (MSIs). This study makes the case for advancing a critical and socio-historical scholarship of STEM I&E education to promote URM STEM entrepreneurship.

How to Get a Job Offer from a Smaller Joint Teaching‐Research Mission University and What to Do Once You Have It

How to Get a Job Offer from a Smaller Joint Teaching‐Research Mission University and What to Do Once You Have It