Journal of Women and Minorities in Science and Engineering (JWM) は、歴史的に過小評価され、マイノリティー化された人々を科学と工学の教育、学界、および専門家に含めることを達成することに関連するさまざまなトピックをカバーする実証的調査について報告する、査読済みのオリジナルの論文を発行します。練習。これらの集団には、有色人種、白人女性、第 1 世代の大学生、退役軍人、LGBTQ+ コミュニティのメンバー、障害を持つ人々、およびこれらのアイデンティティと他のアイデンティティの交点であると自認する人々が含まれます。本誌は特に、過小評価され、周縁化された集団の研究に適した理論的枠組みと方法論を使用する、および/または交差アプローチを使用する研究原稿を歓迎します。このジャーナルはまた、他の文脈への転用を約束する新しい教育革新に関する研究を発表しています。
Call for Manuscripts: A Themed Issue of the Journal of Women and Minorities in Science and Engineering (JWM) on Black Males in STEM
Erik M. Hines1
, Edward C. Fletcher Jr2
, and James L. Moore III2
Florida State University (e-mail: email@example.com
.) and 2
The Ohio State University (e-mails: firstname.lastname@example.org
. and email@example.com.)
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.
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.
Carnevale, A. P., Smith, N., & Melton, M. (2013). STEM: Science technology engineering
mathematics. Georgetown University Center on Education and the Workforce
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