16 - Supporting High Achievement in Introductory Mathematics Courses: What We Have Learned from 30 Years of the Emerging Scholars Program

Summary

Introduction

This article is aimed toward faculty in mathematics departments who are working to increase the number of highachieving mathematics students from racial and ethnic minorities and for researchers investigating these endeavors. The Emerging Scholars Program (ESP) is one of the most widespread models for supporting such increases. It is also one of the oldest, so there is a considerable body of research, both quantitative and qualitative, related to its impact. Whether or not one chooses to implement an ESP, this discussion of the history, philosophy, structure, impact, and future of the program will highlight important and emerging themes that any related student support efforts must confront.

Individuals, departments, and colleges are invested in issues related to diversity for a number of reasons. One reason is a belief that all students should have the opportunity to pursue a satisfying career path. While acknowledging that personality plays some role in student academic choices, research and practice point to systemic factors that also affect students' choices (some of which we elaborate in the section below, A Brief Look at the Emerging Scholars Program Model). This implies that institutions themselves have a responsibility to address such factors. Another reason for attention to issues of diversity is the increased health that disciplines experience from drawing on diversity–e.g., a variety of backgrounds, goals, and perspectives. This reason grows ever more important as minorities continue to constitute an increasing proportion of the U.S. population.