Models to increase enrollment of minority females in science-based careers

Enrollment of African-American females in academic pathways that lead to science based-careers may be limited by gender discrepancies in standardized test scores, academic preparation, selecting "college-prep" course work in the high school curriculum, and lack of mentors or role models. Barriers related to teacher characteristics are: (a) lack of self-confidence, (b) learning environment, (c) teacher behavior, (d) lack of female role models, and (e) failure to see the relevance between the classes and a female's expected role in life. Other limiting factors include differences in access to educational resources, differences in economic status, differences in interest or choice, cultural barriers, and lack of encouragement. Confidence building models that improve enrollment of minority females in science-based careers include equitable teaching instruction, inquiry-based pedagogy, and cooperative learning. Practices that correlate with achievement and success include challenging curricula, a nurturing learning environment, high expectations, community service, research experiences, and mentoring relationships.