In Fostering Success of Racial and Ethnic Minorities in STEM, well-known contributors share salient institutional characteristics, unique aspects of climate, pedagogy, and programmatic initiatives at MSIs that are instrumental in enhancing the success of racial and ethnic minority students in STEM education.

Robert T. Palmer is Assistant Professor of Student Affairs Administration at the State University of New York, Binghamton, USA.

Dina C. Maramba is Associate Professor of Student Affairs Administration at the State University of New York, Binghamton, USA.

Marybeth Gasman is Professor of Higher Education at the University of Pennsylvania, USA.

Chapter 1. Learning from Minority Serving Institutions: Implications for Racial and Ethnic

Minority in STEM

Robert T. Palmer, Assistant Professor of Student Affairs, SUNY Binghamton;

Dina C. Maramba, Assistant Professor of Student Affairs, SUNY Binghamton;

Marybeth Gasman, Associate Professor, University of Pennsylvania

Chapter 2. The impact of the institutional climates of MSIs and their ability to foster success for

Racial and Ethnic minority students

Terrell Strayhorn, Associate Professor of Higher Education, The Ohio University

Chapter 3. Faculty Preparation and Pedagogical Considerations in MSIs: Teaching from

Culturally Responsive Perspectives

T. Elon Dancy, Assistant Professor of Adult and Higher Education, University of Oklahoma

Chapter 4. Increasing Women and Underrepresented Students in STEM: Role of Minority

Serving Two-Year Colleges

Frankie Santos Laanan, Associate Professor of Higher Education, Iowa State University;

Dimitra L. Jackson; Postdoctoral and Research Associate; Iowa State University

Chapter 5. Dedicated to Success: The Relationship between Supportive Faculty and Success for Racial and Ethnic Minorities in STEM at MSIs

Shannon Gray, Associate Dean of the Pennoni Honors College and Director of the Honors Program at Drexel University

Chapter 6. Engineering the Academic Success of Racial Ethnic Minority Students at Minority:

Serving Institutions via Mentoring and Research

Darnell Cole; Associate Professor of Education, University of Southern California

Araceli Espinoza, PhD students, University of Southern California

Chapter 7. Asian American Native American Pacific Islander Serving-Institutions

(AANAPISIs): Mutable Sites of Intervention for STEM Opportunities and

Outcomes

Robert Teranishi, Associate Professor of Higher Education, New York University;

Dina C. Maramba, Assistant Professor of Student Affairs, SUNY Binghamton; and

Samuel D. Museus, Assistant Professor of Higher Education, UMass Boston

Chapter 8. Measuring Campus Effort: An Essential Practice for 21st Century Assessment at

HSIs

Estela Mara Bensimon, Professor of Education, University of Southern California

Alicia C. Dowd, Associate Professor of Education, University of Southern California;

Misty Sawatzky, Advanced PhD, University of Southern California

Chapter 9. Academic Integration for Racial and Ethnic Minorities in STEM: Examining

Differences Between Minority Serving and Predominantly White Institutions

Idara R. Essien, PhD., Director for Academic Success Programming, Legacy Institute. J. Luke Wood, PhD., Director of the Doctoral Program in Education and Assistant Professor of Leadership & Organizational Studies at Lincoln Memorial University.

Chapter 10. Examining Programs of Success in STEM Education at MSIs to Facilitate the

Retention and Persistence of Racial and Ethnic Minorities in STEM at

Predominantly White institutions

Robert T. Palmer, Assistant Professor of Student Affairs, SUNY Binghamton