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. 2014 Jul;64(7):612-618.
doi: 10.1093/biosci/biu076.

Reimagining the Pipeline: Advancing STEM Diversity, Persistence, and Success

Stacy-Ann A Allen-Ramdial  1 , Andrew G Campbell  1
Affiliations

Reimagining the Pipeline: Advancing STEM Diversity, Persistence, and Success

Stacy-Ann A Allen-Ramdial et al. Bioscience. 2014 Jul.

Abstract

Achieving trainee diversity in science, technology, engineering, and mathematics is rapidly becoming a challenge faced by many nations. Success in this area ensures the availability of a workforce capable of engaging in scientific practices that will promote increased production capacity and creativity and will preserve global scientific competitiveness. The near-term vision of achieving this goal is within reach and will capitalize on the growing numbers of underrepresented minority groups in the population. Although many nations have had remarkable histories as leaders in science and technology, few have simultaneously struggled with the challenge of meeting the educational and training needs of underrepresented groups. In this article, we share strategies for building the agency of the scientific community to achieve greater diversity by highlighting four key action areas: (1) aligning institutional culture and climate; (2) building interinstitutional partnerships; (3) building and sustaining critical mass; and (4) ensuring, rewarding, and maximizing faculty involvement.

Keywords: STEM education; diversity; retention; training; workforce.

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Figures

Figure 1.
Figure 1.
The reimagined science, technology, engineering, and mathematics (STEM) pipeline for US underrepresented racial and ethnic minorities (URMs) and nonminorities: the progression of non-URM and URM trainees from undergraduate to postdegree career training stages. For illustrative purposes only, the pipeline population has been divided to show the progression of non-URM and URM trainees separately. The shaded upward arrows indicate advancement through the STEM training pipeline. The baffle between the undergraduate and graduate segments of the pipeline highlights the greatest barrier to the advancement of STEM training. Gaps or discontinuities between segments illustrate that the pipeline can be discontinuous for trainees who take breaks before advancing. Leaks represents trainee attrition.
See this image and copyright information in PMC

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