ERIC Number: ED361456
Record Type: Non-Journal
Publication Date: 1992
Reference Count: N/A
Providing African-American Students Access to Science and Mathematics. Research Report #2.
Johnson, Robert C.
This review examines African American students' access to science and mathematics education, their status and achievement in these fields, factors influencing achievement, and strategies to address the current situation. African Americans are highly underrepresented in the scientific and technical fields. This situation should be corrected because the nation will need increasing numbers of citizens in these areas, because it is in the interest of the African American community to have their community represented in these important fields, and because greater representation will address social inequity. Statistics on black students' performance in mathematics indicate that they are the poorest performers of any group. This situation may be influenced by historical, psychosocial, institutional, behavioral, cognitive, and cultural factors. Proposed solutions to the problems of minority underrepresentation in science and engineering include structural reform of the public school system; Afrocentric education; intervention programs; increased roles for black colleges and universities; black self-help and community programs; and collaborative models involving the government, business, education, and community. Seven graphs are included. (Contains 36 references.) (JB)
Descriptors: Academic Achievement, Access to Education, Afrocentrism, Black Education, Black Students, College Students, Cultural Influences, Economic Factors, Educational Discrimination, Educationally Disadvantaged, Elementary School Students, Elementary Secondary Education, Equal Education, Higher Education, Mathematics Education, Nondiscriminatory Education, Racial Discrimination, Science Education, Secondary School Students, Social Influences
Urban Child Research Center, Levin College of Urban Affairs, Cleveland State University, Cleveland, OH 44115.
Publication Type: Information Analyses; Reports - Descriptive
Education Level: N/A
Authoring Institution: Cleveland State Univ., OH. Urban Child Research Center.