Lamont A. Flowers the Distinguished Professor of Educational Leadership and executive director of the Charles H. Houston Center for the Study of the Black Experience in Education in the Eugene T. Moore College of Education at Clemson University. Lawrence O. Flowers is associate professor of biology and department chair of biology at Livingstone College.James L. Moore III is the EHE Distinguished Professor of Urban Education and executive director of the Todd Anthony Bell National Resource Center on the African American Male at The Ohio State University.

The realities that challenge efforts of HBCUs to increase the number of graduates and students moving on to advanced studies in the STEM disciplines are well documented. Advancing Educational Outcomes in Science, Technology, Engineering, and Mathematics at Historically Black Colleges and Universities provides a wealth of the research-based information and strategies that are critical in the development of fresh thinking on how such institutions of higher education can improve on their performances in these academic areas. Such quantitative and qualitative data is vital if there is to be an increase in scientists, engineers and mathematicians produced by Historically Black Colleges and Universities. This book is a must resource for all HBCUs that have developed significant STEM emphases and priorities.

• Series Foreword: Issues in Black EducationAbul PitreForewordIvory A. ToldsonPrefaceLamont A. Flowers, Lawrence O. Flowers, and James L. Moore IIIAcknowledgementsChapter 1: Institutional Integration, Institutional Identity, and Degree Attainment of Black Males in STEM attending Co-Educational and All-Men’s HBCUs Bryant T. Marks, J. K. Haynes, and James P. BrownChapter 2: Improving Minority Student Mathematics Performance through Cognitive TrainingOliver W. Hill, Jr., Zewelanji N. Serpell, and M. Omar FaisonChapter 3: Assessing the Effects of STEM Enrichment Programs on HBCU StudentsCamellia M. Okpodu and Arlene P. MaclinChapter 4: A Comparison of African American Males in STEM Fields from HBCUs and from Other InstitutionsLorenzo L. EstersChapter 5: Programmatic Initiatives in STEM that Facilitate the Success of Minority Students at Historically Black Colleges and UniversitiesRobert T. PalmerChapter 6: Mentoring: A Pathway to Student Achievement in Science, Technology, Engineering, and Mathematics at Historically Black Colleges and UniversitiesCarolyn B. MorganChapter 7: African American Students’ Academic Achievement in STEM at HBCUs: Faculty Perceptions on the Contributing Factors for Academic SuccessFelecia M. Nave, Fred A. Bonner, Chance W. Lewis, Sherri Frizell, Ashley Parker, Michael McFrazier, and Petra A. RobinsonAbout the EditorsAbout the Authors

Lamont A. Flowers the Distinguished Professor of Educational Leadership and executive director of the Charles H. Houston Center for the Study of the Black Experience in Education in the Eugene T. Moore College of Education at Clemson University. Lawrence O. Flowers is associate professor of biology and department chair of biology at Livingstone College.James L. Moore III is the EHE Distinguished Professor of Urban Education and executive director of the Todd Anthony Bell National Resource Center on the African American Male at The Ohio State University.

The realities that challenge efforts of HBCUs to increase the number of graduates and students moving on to advanced studies in the STEM disciplines are well documented. Advancing Educational Outcomes in Science, Technology, Engineering, and Mathematics at Historically Black Colleges and Universities provides a wealth of the research-based information and strategies that are critical in the development of fresh thinking on how such institutions of higher education can improve on their performances in these academic areas. Such quantitative and qualitative data is vital if there is to be an increase in scientists, engineers and mathematicians produced by Historically Black Colleges and Universities. This book is a must resource for all HBCUs that have developed significant STEM emphases and priorities.

• Series Foreword: Issues in Black EducationAbul PitreForewordIvory A. ToldsonPrefaceLamont A. Flowers, Lawrence O. Flowers, and James L. Moore IIIAcknowledgementsChapter 1: Institutional Integration, Institutional Identity, and Degree Attainment of Black Males in STEM attending Co-Educational and All-Men’s HBCUs Bryant T. Marks, J. K. Haynes, and James P. BrownChapter 2: Improving Minority Student Mathematics Performance through Cognitive TrainingOliver W. Hill, Jr., Zewelanji N. Serpell, and M. Omar FaisonChapter 3: Assessing the Effects of STEM Enrichment Programs on HBCU StudentsCamellia M. Okpodu and Arlene P. MaclinChapter 4: A Comparison of African American Males in STEM Fields from HBCUs and from Other InstitutionsLorenzo L. EstersChapter 5: Programmatic Initiatives in STEM that Facilitate the Success of Minority Students at Historically Black Colleges and UniversitiesRobert T. PalmerChapter 6: Mentoring: A Pathway to Student Achievement in Science, Technology, Engineering, and Mathematics at Historically Black Colleges and UniversitiesCarolyn B. MorganChapter 7: African American Students’ Academic Achievement in STEM at HBCUs: Faculty Perceptions on the Contributing Factors for Academic SuccessFelecia M. Nave, Fred A. Bonner, Chance W. Lewis, Sherri Frizell, Ashley Parker, Michael McFrazier, and Petra A. RobinsonAbout the EditorsAbout the Authors

Lamont A. Flowers the Distinguished Professor of Educational Leadership and executive director of the Charles H. Houston Center for the Study of the Black Experience in Education in the Eugene T. Moore College of Education at Clemson University. Lawrence O. Flowers is associate professor of biology and department chair of biology at Livingstone College.James L. Moore III is the EHE Distinguished Professor of Urban Education and executive director of the Todd Anthony Bell National Resource Center on the African American Male at The Ohio State University.

The realities that challenge efforts of HBCUs to increase the number of graduates and students moving on to advanced studies in the STEM disciplines are well documented. Advancing Educational Outcomes in Science, Technology, Engineering, and Mathematics at Historically Black Colleges and Universities provides a wealth of the research-based information and strategies that are critical in the development of fresh thinking on how such institutions of higher education can improve on their performances in these academic areas. Such quantitative and qualitative data is vital if there is to be an increase in scientists, engineers and mathematicians produced by Historically Black Colleges and Universities. This book is a must resource for all HBCUs that have developed significant STEM emphases and priorities.

• Series Foreword: Issues in Black EducationAbul PitreForewordIvory A. ToldsonPrefaceLamont A. Flowers, Lawrence O. Flowers, and James L. Moore IIIAcknowledgementsChapter 1: Institutional Integration, Institutional Identity, and Degree Attainment of Black Males in STEM attending Co-Educational and All-Men’s HBCUs Bryant T. Marks, J. K. Haynes, and James P. BrownChapter 2: Improving Minority Student Mathematics Performance through Cognitive TrainingOliver W. Hill, Jr., Zewelanji N. Serpell, and M. Omar FaisonChapter 3: Assessing the Effects of STEM Enrichment Programs on HBCU StudentsCamellia M. Okpodu and Arlene P. MaclinChapter 4: A Comparison of African American Males in STEM Fields from HBCUs and from Other InstitutionsLorenzo L. EstersChapter 5: Programmatic Initiatives in STEM that Facilitate the Success of Minority Students at Historically Black Colleges and UniversitiesRobert T. PalmerChapter 6: Mentoring: A Pathway to Student Achievement in Science, Technology, Engineering, and Mathematics at Historically Black Colleges and UniversitiesCarolyn B. MorganChapter 7: African American Students’ Academic Achievement in STEM at HBCUs: Faculty Perceptions on the Contributing Factors for Academic SuccessFelecia M. Nave, Fred A. Bonner, Chance W. Lewis, Sherri Frizell, Ashley Parker, Michael McFrazier, and Petra A. RobinsonAbout the EditorsAbout the Authors