Diversity in neuroscience education: A perspective from a Historically Black institution.
Diversity in neuroscience education: A perspective from a Historically Black institution.
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DOI：
10.1002/jnr.24911
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发表时间：
2022-08
影响因子：
4.2
通讯作者：
Harrington MA
中科院分区：
文献类型：
--
作者：
Harrington MA
The events of 2020 - the pandemic which highlighted the extent of health disparities in the United States, combined with the Black Lives Matter protests, have focused public attention on the systemic inequities that continue to afflict our nation. Publicly available data from the National Center for Education Statistics, show that our discipline of neuroscience shows the same types of disparities, particularly for African-American students. I have drawn on data from the Integrated Postsecondary Education Data Survey of U.S. colleges and universities to show that while the number of graduates from neuroscience undergraduate and graduate degree programs has grown dramatically in this century, only a small percentage of those graduates are African-American, and the numbers are growing very slowly. I also present data on the neuroscience PhD program at my institution, Delaware State University, the only Historically-Black University in the U.S. to offer a PhD in neuroscience. Because a high percentage of our students and graduates are African-American, our small, young program has the potential for great impact in diversifying our discipline of neuroscience. While elite colleges and research intensive universities have been engaged for decades in efforts to increase diversity in their academic programs, change is slow, and large inequities remain. With Delaware State University’s neuroscience PhD program as an example, I hope to convince readers that it is time for our nation to recognize the institutions that are best positioned to serve students from communities of color, and direct resources to support their growth and success. Much attention is currently focused on making research intensive universities more diverse and inclusive in order to increase access for students from underrepresented groups and support them to complete their degrees. While these efforts are important, a likely more effective way to drive social change would be to focus more resources on strengthening the institutions that already educate the majority of underrepresented students, Historically-Black Colleges and Universities (HBCUs), Hispanic-Serving Institutions, and community colleges. The data presented here use neuroscience as an example to demonstrate the importance of supporting HBCUs as a way to increase the number of African-American degree-holders at all levels.
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DOI：
10.1187/cbe.07-06-0039
发表时间：
2007-01-01
期刊：
CBE life sciences education
影响因子：
--
作者：
Lopatto, David
通讯作者：
Lopatto, David
影响因子：
3.7
作者：
Bennett, Christopher L.;Salinas, Raquel Y.;Boyer, Edward W.
通讯作者：
Boyer, Edward W.
影响因子：
4.3
作者：
Hunter, Anne-Barrie;Laursen, Sandra L.;Seymour, Elaine
通讯作者：
Seymour, Elaine
影响因子：
8.2
作者：
Thoman DB;Muragishi GA;Smith JL
通讯作者：
Smith JL
影响因子：
3.6
作者：
Eagan MK Jr;Hurtado S;Chang MJ;Garcia GA;Herrera FA;Garibay JC
通讯作者：
Garibay JC