Recent scholarship suggests that, as a result of environmental influences, African American students become disinvested in their learning experiences causing a reduction of academic effort. Further, other scholars have found that students’ experiences with stereotype threat are associated with scientific disidentification and an overall decrease in interest in scientific careers. We offer a list of bibliographic references to our colleagues to assist in furthering knowledge about the issues confronting African American and other underrepresented students in the STEM areas who are eligible to pursue graduate studies in the biomedical sciences.

Additionally, we have developed reflexive resources that share an ongoing, interdisciplinary dialogue among the Task Force members in which we discuss the psychological and emotional implications for students in STEM programs. Together, our trans-disciplinary team will learn more about the perspective of the other and begin to develop shared language to describe truthfully ‘how’ ‘what’ and ‘why’ there remains high attrition of African American students in STEM despite years of funding and pervasive interventions. We believe that our work will ultimately impact the number of African American students pursuing biomedical careers.