Chapter 5: Community College Pathways in the Science, Technology, Engineering, and Math (Stem) Pipeline: National Trends and Implications for Increasing Representation

With attention on the shortage of students trained in science, technology, mathematics, and engineering (STEM), many national organizations focused on the filling this need, such as the National Science Foundation (NSF), National Academy of Sciences (NAS), and National Research Council (NRC), are looking toward the growing role of community colleges in

the STEM pipeline (e.g., Mooney & Foley, 2011). This national emphasis has continued to point to the need to increase participation and success in STEM among underrepresented racial minorities (URM), specifically African Americans, American Indians, and Latinos. As one of the largest growing segments of the working-age population, the proportion of underrepresented minorities in STEM must rapidly increase to meet our nation’s needs. The National Academy of Sciences recently pointed to the value and strength in diversifying the STEM workforce and harnessing the talent of a broader pool of citizens to enhance innovation and improve the nation’s global economic leadership (NAS, 2011, p. 3) The community college, with its diverse student population, should be further underscored as an integral player in advancing minority representation in STEM. Historically, community colleges have been an important path for underrepresented groups entering postsecondary education and can play a pivotal role in preparing these students for STEM careers.