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Journal of Women and Minorities in Science and Engineering

ISSN Druckformat: 1072-8325

ISSN Online: 1940-431X

SJR: 0.468 SNIP: 1 CiteScore™:: 2.3 H-Index: 22

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Ziele und Zweck

Das Journal of Women and Minorities in Science and Engineering (JWM) veröffentlicht von Fachleuten begutachtete Originalarbeiten, die über empirische Untersuchungen berichten, die eine Vielzahl von Themen im Zusammenhang mit der Erreichung der Inklusion historisch unterrepräsentierter und minorisierter Bevölkerungsgruppen in der naturwissenschaftlichen und technischen Ausbildung, Wissenschaft und Berufswelt abdecken ausüben. Zu diesen Bevölkerungsgruppen gehören Menschen mit Hautfarbe, weiße Frauen, College-Studenten der ersten Generation, Veteranen, Mitglieder der LGBTQ+-Community, Menschen mit Behinderungen und die Schnittmengen dieser und anderer Identitäten. Die Zeitschrift begrüßt insbesondere Forschungsmanuskripte, die theoretische Rahmen und Methoden verwenden, die für die Untersuchung unterrepräsentierter und marginalisierter Bevölkerungsgruppen geeignet sind, und/oder intersektionale Ansätze verwenden. Die Zeitschrift veröffentlicht auch Studien zu neuartigen Bildungsinnovationen, die eine Übertragbarkeit auf andere Kontexte versprechen.

Call for Manuscripts: A Themed Issue of the Journal of Women and Minorities in Science and Engineering (JWM) on Black Males in STEM



Guest Editors:
Erik M. Hines1, Edward C. Fletcher Jr2, and James L. Moore III2
1Florida State University (e-mail: emhines@fsu.edu.) and 2The Ohio State University (e-mails: fletcher.158@osu.edu. and moore.1408@osu.edu.)

Themed Issue and Overview of Topics

Producing the next generation of citizens with science, technology, engineering, and mathematics (STEM) competencies remains a national priority (Carnevale et al., 2013; Olson & Gerardi-Riordan, 2012). Unfortunately, many demographics of the U.S. citizenry are underrepresented across the STEM enterprise (e.g., postsecondary and workforce sectors). Specifically, Black males are an underrepresented student demographic in STEM (Henderson et al., in revision). For example, in 2015, Black males comprised only 3.2% of the STEM workforce (NSF, 2017), noting the need for greater recruitment, retention, graduation of Black male students in STEM degree programs and, more importantly, placement in such careers.
We, Drs. Erik E. Hines, Edward C. Fletcher Jr., and James L. Moore III, invite manuscript submissions for this special issue, “Black Males in STEM,” that address broadening the participation of Black males in STEM across a variety of continuums (i.e., Pre-K to Workplace). Sample topics may include nurturing STEM academic and career interests among Black young men and boys at the elementary, secondary, and/or postsecondary levels; retaining Black males in computer science and/or engineering at minority serving institutions and/or predominately White institutions; fostering STEM identity in high school and/or the collegiate level among Black males; increasing the number of Black male STEM faculty at colleges and universities; and increasing the number of Black male STEM K-12 teachers.

Extended Abstract Submission and Review Process:

All prospective contributors should submit an extended abstract (two-page, single-space maximum), including a proposed manuscript title, the names of authors and their institutional affiliations. They must present a detailed description of the proposed manuscript, including its theoretical framework, description of sample and/or research setting, and methodological approach, and any potential STEM education, policy, research, and practice implications. Additionally, in the extended abstract, the prospective contributors must explain how the proposed manuscript is aligned with the special issue. The guest editors will review all extended abstract submissions and will identify reviewers, with specific expertise, to review the extended abstracts. After these reviews are completed, the guest editors will extend an invitation to those prospective contributors who are encouraged to submit a full manuscript.

Timeline

1. Extended Abstracts: All extended abstracts should be no longer than 2 pages (i.e., single-space maximum; references not included) and should include the following sections: (a) Rationale for Manuscript, (b) Theory/Framework, (c) Methodology/Research Design, (d) Originality/Value, (e) Positionality, Results/Findings, and (f) Proposed STEM potential STEM education, policy, research, and practice implications. All extended abstracts are due on February 1, 2022. Each extended abstract submission should begin with “Themed Issue: Black Males in STEM,” followed by the proposed manuscript title, the names of authors, and their institutional affiliations, and contact information of first author and/or sole author.
2. All extended abstracts should be submitted to the
Begell House Submission System.
3. Invitations/Non-Invitations: Selected prospective contributors will receive an invitation to submit a full manuscript by March 15, 2022, and those individuals who were not selected will receive notification that they were selected to submit a full manuscript on the same date.
4. Initial Submissions of Full Manuscripts: Manuscripts are due June 1, 2022. More details will be provided in the invitation letter to submit a full manuscript.
5. Initial Decisions: We will send initial reviews and decisions by August 5, 2022. Reviewer comments along with an initial decision (accept, minor revisions, major revisions, or reject) will be sent to the authors. We do not guarantee publication based on initial acceptance as we will evaluate the quality of the manuscript.
6. Revised Manuscripts are due by September 9, 2022.
7. Authors will be notified of final Decisions (acceptance, minor revisions) by October 14, 2022.
8. Final Manuscripts are due by November 18, 2022.
9. Anticipated publication date: Early/Mid 2023.

If you have any questions, please contact us.

References

Carnevale, A. P., Smith, N., & Melton, M. (2013). STEM: Science technology engineering mathematics. Georgetown University Center on Education and the Workforce. http://hdl.handle.net/10822/559306.
National Science Foundation, National Center for Science and Engineering Statistics. (2017). Women, minorities, and persons with disabilities in science and engineering: 2017. Special Report NSF 17-310. Arlington, VA. Available at www.nsf.gov/statistics/wmpd/.
Olson, S., Gerardi-Riordan, D. (2012). Engage to excel: Producing one million additional college graduates with degrees in science, technology, engineering, and mathematics Report to the President, President’s Council of Advisors on Science and Technology (PCAST). Washington, D.C. https://files.eric.ed.gov/fulltext/ED541511.pdf

Call for Papers: Reimagining STEM Higher Education Research


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