Abstract
The underrepresentation of people from culturally and linguistically diverse (CLD) backgrounds in geology, geophysics, and other STEM programs (Science, Technology, Engineering and Mathematics) is well documented in the United States. Only two universities out of about 107 HBCUs have geology and geophysics degree programs, even though there are over 400 universities in the United States that offer geology and geophysics degree programs. The low presence of these degree programs in HBCUs is a major barrier that has visible consequences. For example, Blacks and other CLD individuals are forced to be intellectually unchallenged, suppressed, and underutilized. Other consequences include low opportunities in college admission, employment, promotion, and life success. How can this problem be solved? This article addresses this question.
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Articles in the same Issue
- Frontmatter
- Editorial Comment
- Executive editor’s comments: diversity, equity, and inclusion (DEI): valuing humanity
- Research Articles
- Achieving a more diverse special education teacher workforce: guiding questions for researchers and policymakers
- A brief synopsis of the psychosocial educational practices in the Arab higher education institutions: a first person’s viewpoint
- Diversity in geology and geophysics degree programs in Historically Black Colleges and Universities (HBCUs)
- Cultural competency training for the social service professions: A systematic literature review
- Beyond fraudulent multiculturalism in higher education: moving forward
- Preparing culturally responsive teachers: a systematic review
- Preservice teachers’ reflections on teacher self-identities through a multicultural children’s literature project
- Investigating the needs, expectations, problems and experiences of international students in the process of distance education
- Parenting in a new land: the influence of English language proficiency on immigrant parents’ experiences with intergenerational challenges
Articles in the same Issue
- Frontmatter
- Editorial Comment
- Executive editor’s comments: diversity, equity, and inclusion (DEI): valuing humanity
- Research Articles
- Achieving a more diverse special education teacher workforce: guiding questions for researchers and policymakers
- A brief synopsis of the psychosocial educational practices in the Arab higher education institutions: a first person’s viewpoint
- Diversity in geology and geophysics degree programs in Historically Black Colleges and Universities (HBCUs)
- Cultural competency training for the social service professions: A systematic literature review
- Beyond fraudulent multiculturalism in higher education: moving forward
- Preparing culturally responsive teachers: a systematic review
- Preservice teachers’ reflections on teacher self-identities through a multicultural children’s literature project
- Investigating the needs, expectations, problems and experiences of international students in the process of distance education
- Parenting in a new land: the influence of English language proficiency on immigrant parents’ experiences with intergenerational challenges