The participation of Black students in science, technology, engineering, and mathematics (STEM) fields, is an issue of national concern. Educators and policymakers are seeking to promote STEM studies and eventual degree attainment, especially those from underrepresented groups, including Black students, women, economically disadvantaged, and students with disabilities. Literature shows that this has been of great interest to researchers, policymakers, and institutions for several years (Nettles & Millet, 2006; Council of Graduate School (CGS), 2009; National Science Foundation (NSF), 2006), therefore an extensive understanding of access, attrition, and degree completion for Black students in STEM is needed. According to Hussar and Bailey (2014), the Black and Latino postsecondary enrollment rates will increase by approximately 25% between 2011 and 2022. It is critical that this projected enrollment increase translates into an increase in Black student STEM enrollment, persistence and consequently STEM workforce. In view of the shifting demographic landscape, addressing access, equity and achievement for Black students in STEM is essential. Institutions, whether they are secondary or postsecondary, all have unique formal and informal academic structures that students must learn to navigate in order to become academically and socially acclimated to the institution (Tyler, Brothers, & Haynes, 2014). Therefore positive experience with the academic environment becomes critical to the success of a student persisting and graduating. Understanding and addressing the challenges faced by Black students in STEM begins with understanding the complexities they face at all levels of education. A sense of urgency is now needed to explore these complexities and how they impact students at all educational levels. This book will explore hidden figures and concerns of social connectedness, mentoring practices, and identity constructs that uncover unnoticed talent pools and encourage STEM matriculation among Black STEM students’ in preK-12 and post-secondary landscapes. Section 1-Socialization Social discourse concerning how male and females are supposed to enact their socially sanctioned roles is being played out daily in educational institutions. Individuals who chose STEM education and STEM careers are constantly battling this social discourse. It is necessary for P-20 STEM spaces to examine and integrate understanding of socialization within the larger societal culture for systemic and lasting change to happen. Section 2-Mentoring A nurturing process in which a more skilled or more experienced person, serving as a role model teaches, sponsors, encourages, counsels, and befriends a less skilled or less experienced person for the purpose of promoting the latter’s academic, professional and/or personal development. Section 3-Identity Research focusing on identity constructs in STEM has become more common, especially as it relates to student retention and attrition. Researchers have been able to use identity as a way to examine how social stigma can cause students to (dis)identify within STEM spaces.

This book asks why several ethnic and linguistic groups in Central Europe and the Balkans have not yet been legally recognized as national minorities. Some of these hidden minorities have not developed an intellectual elite that can visibly present their identity and claims to the majority population. Other groups are deliberately concealing their existence and language for reasons of self-protection. The chapters in this volume address the everyday mechanisms of hiding and being hidden in the transition zone of these two European regions.

This book offers an in-depth exploration into the current educational climate and the impact of these policy measures for Roma people in seven Western and Southern European countries and seeks to raise awareness of this forgotten minority and to assess the policies implemented to integrate the Roma people into the education system.

The contributors to this volume examine social processes in terms of minority influence.

First published in 1997, this volume confronts the common impression of Japan as a successfully homogeneous society which conceals some profound tensions, and one such case is presented by the ethnic Korean community. Despite many shared cultural features there are marked contrasts between the Japanese and Korean value systems and interaction is embittered by Japan’s colonial record in Korea up to 1945. This study examines all major aspects of the Korean experience in Japan including their evolving legal status, political divisions and cultural life as well as the effect of Japan’s relations with Korean regimes.

"The text is state-of-the-art in its analysis of health disparities from both domestic and international perspectives. Minority Populations and Health: An Introduction to Health Disparities in the United States is a welcome addition to the field because it widens access to the complex issues underlying the health disparities problem. "-- Preventing Chronic Disease/CDC, October 2005 "This is a very comprehensive, evidence-based book dealing with the health disparities that plague the United States. This is a welcome and valuable addition to the field of health care for minority groups in the United States."-- Doody's Publishers Bulletin, August 2005 "Health isn’t color-blind. Racial minorities disproportionately suffer from some diseases, but experts say race alone doesn’t completely account for the disparities. Newsweek's Jennifer Barrett Ozols spoke with Thomas LaVeist, director of the Center for Health Disparities Solutions at Johns Hopkins Bloomberg School of Public Health and author of the upcoming book, "Minority Populations and Health: An Introduction to Health Disparities in the U.S." (Jossey-Bass) about race and medicine. "-- MSNBC/Newsweek interview with author Thomas L. LaVeist, February 2005 "The book is readable and organized to be quickly read with specifics readily retrievable. It is comprehensive and visual."-- Journal of the American Medical Association, September 2005 Minority Populations and Health is a textbook that offers a complete foundation in the core issues and theoretical frameworks for the development of policy and interventions to address race disparities in health-related outcomes. This book covers U.S. health and social policy, the role of race and ethnicity in health research, social factors contributing to mortality, longevity and life expectancy, quantitative and demographic analysis and access, and utilization of health services. Instructors material available at http://www.minorityhealth.com

Racial and ethnic minority groups in the United States have been growing rapidly in recent decades. Projections based on census data indicate that, in coming years, white people will statistically dominate noticeably fewer regions and public spaces. How will this reversal of minority status affect ideas about race? In spaces dominated by people of color, will attitudes about white privilege change? Or, will deeply rooted beliefs about racial inequality be resilient to numerical shifts in strength? In An Unexpected Minority, sociologist Edward Morris addresses these far-reaching questions by exploring attitudes about white identity in a Texas middle school composed predominantly of African Americans, Latinos, and Asians. Based on his ethnographic research, Morris argues that lower-income white students in urban schools do not necessarily maintain the sort of white privilege documented in other settings. Within the student body, African American students were more frequently the "cool" kids, and white students adopted elements of black culture-including dress, hairstyle, and language-to gain acceptance. Morris observes, however, that racial inequalities were not always reversed. Stereotypes that cast white students as better behaved and more academically gifted were often reinforced, even by African American teachers. Providing a new and timely perspective to the significant role that non-whites play in the construction of attitudes about whiteness, this book takes an important step in advancing the discussion of racial inequality and its future in this country.