A Policy Brief: How Can the America COMPETES Act (2011) Better Support the Academic Success of African American Women in STEM Degree Programs?

Abstract

The U.S. became a global leader during the twentieth century, due in part to the creativity and enterprise of its engineers, scientists and inventors. Science, technology, engineering and math (STEM) professions were essential to America's past and are critical to the country's future. Currently, the U.S. has lost its competitive edge, and is no longer the world's technological leader. Our once prominent position has diminished, in part, by disparities in STEM education, primarily due to the comparatively small number of students currently pursuing STEM education and their associated careers. By increasing the number of STEM graduates, especially among under-represented groups, the federal government aspires to harness America's full potential. In 2007, President Bush signed the America Creating Opportunities to Meaningfully Promote Excellence in Technology, Education, and Science Act (American COMPETRES Act) into law. While, the American COMPETES Act (2007) covered a wide range of activities, it had little direct impact on minority STEM education opportunities. This article explores various policy issues needed to alleviate the barriers that limit the success of minority students, specifically African American women, at all levels of STEM education; and identifies specific higher education strategies that directly determine the academic success of female minority STEM college students.