African-American students are under-represented in STEM careers. The National Center for Education Statistics (NCES) reported in 2009 that African-American students received 7% of STEM bachelor’s degrees, 4% of master’s degrees and 2% of Ph.Ds. Mentorship programs are identified as one strategy of improving African-American students’ outcomes in STEM careers. The researchers reviewed articles which examine strategies to improve STEM academic and career success. This review focused on exploring the role of mentorship programs in addressing the underrepresentation of African-American students in STEM careers. Despite references to the role of mentorship, the literature reviewed lacked a structured approach for the design and implementation of successful mentoring programs. The American School Counselor Association (ASCA) National Model: A Framework for School Counseling Programs is suggested as a useful tool in the design and implementation of STEM mentorship programs for African- American students. The suggestions of this paper may be of interest to policymakers, educators and community-based organizations who are interested in increasing African-American participation in STEM careers.
Edwards, Charles and Thomas, Kaemanje, "THE ROLE MENTORSHIP IN SUPPORTING AFRICAN-AMERICAN STUDENTS’ ENTRY INTO STEM CAREERS" (2015). CUNY Academic Works.