Open AccessAfrican American Students’ Participation in Online Distance Education in STEM Disciplines
Author(s) -
Lawrence O. Flowers,
Erin N. White,
James E. Raynor,
Sambit Bhattacharya
Publication year - 2012
Publication title -
sage open
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.357
H-Index - 32
ISSN - 2158-2440
DOI - 10.1177/2158244012443544
Subject(s) - historically black colleges and universities , distance education , statistics education , african american , online learning , higher education , medical education , white (mutation) , mathematics education , psychology , political science , sociology , medicine , computer science , biochemistry , ethnology , chemistry , world wide web , law , gene
Despite the increase in online distant learning initiatives at manyof the nation’s colleges and universities, collectively, Historically Black Colleges andUniversities (HBCUs) continue to lag behind non-HBCUs in the development andimplementation of online courses and programs. Data produced by the National Center forEducation Statistics show that African American students are enrolled in significantlyless distance education courses when compared with White students. In addition, there isa substantial disparity in the number of online science, technology, engineering, andmathematics (STEM) courses and programs when compared with online courses and programsin education, business, or the social sciences at HBCUs. The primary aim of this articleis to examine data that explore African American students’ participation in distanceeducation in STEM disciplines. Recommendations for future research are also discussed inthis article
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