Applying IRSS Theory: The Clark Atlanta University Exemplar |
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| Authors: | Fay Cobb Payton Tiki L Suarez‐Brown Courtney Smith Lamar |
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| Institution: | 1. North Carolina State University, College of Management, Box 7229, Raleigh, NC 27695, e‐mail: fay_payton@ncsu.edu;2. Florida A&M University, School of Business & Industry, 500 Gamble Street, One SBI Plaza, 417 EW, Tallahassee, FL 32307, e‐mail: tiki.suarez@famu.edu;3. Department of CS, College of Arts and Sciences, Bowie State University, Bowie, MD 20715, e‐mail: courtney.lamar@gmail.com |
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| 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. |
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| Keywords: | Computing Disciplines HBCUs Management Education Mentoring Recruitment Retention and Underrepresented Minorities |
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