Applying IRSS Theory: The Clark Atlanta University Exemplar

Autor/inn/en	Payton, Fay Cobb; Suarez-Brown, Tiki L.; Smith Lamar, Courtney
Titel	Applying IRSS Theory: The Clark Atlanta University Exemplar
Quelle	In: Decision Sciences Journal of Innovative Education, 10 (2012) 4, S.495-513 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-4595
DOI	10.1111/j.1540-4609.2012.00353.x
Schlagwörter	Black Colleges; Undergraduate Students; Disproportionate Representation; Minority Group Students; Administrator Education; Mentors; Theories; Computer Science Education; Student Recruitment; School Holding Power; Georgia + Suchen Sie Ihr Suchwort? Theory; Theorie; Computer science lessons; Informatikunterricht
Abstract	The percentage of underrepresented minorities (African-American, Hispanic, Native Americans) that have obtained graduate level degrees within computing disciplines (computer science, computer information systems, computer engineering, and information technology) is dismal at best. Despite the fact that academia, the computing workforce, professional associations, and scientific societies have identified procedures, models, and best practices in an attempt to increase the number of individuals within these underrepresented communities, the number of minorities receiving MS and PhDs in these fields have only increased marginally. In this article, we discuss how Boice's four-part IRSS model (i.e., Involvement, Regimen, Self-Management, and Social Networks) combined with effective mentoring models as introduced in Payton et al., is a promising framework for addressing the longstanding issue of underrepresented minorities in management education, which tends to mirror findings in science, technology, engineering, and mathematics disciplines. The focus of this article is to illustrate the application of these theories at the undergraduate level by discussing two precollege/early college/scholarship programs implemented at Clark Atlanta University (CAU). These CAU programs provide the field with an exemplar which can serve as a foundational example for institutions seeking to foster, retain and graduate underrepresented minorities in higher education management disciplines, in general, and offer lessons learned from historically black colleges and universities, in particular. Using a "360-degree mentoring" model to supplement the IRSS framework, our study concludes with implications for future research regarding how academic institutions can create, foster and sustain programs for effective recruitment, retention, and training of underrepresented minorities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01