Purpose For several decades, human and financial resources have been the focus of academic institutions in Science, Technology, Engineering and Mathematics fields of study because of low matriculation and graduation involving diverse student populations. However, there is a paucity of research about pathways to doctoral-level education and completion for these underrepresented populations. The purpose of this paper is to explore conceptually how STEM doctoral programs can implement a critical multiculturalist framework to recruit, increase persistence and completion to abate the attrition rate of women and students of color in doctoral programs. Design/methodology/approach Through a critical multiculturalist framework, issues of access and attainment central to the pipeline of traditionally underrepresented populations in to the STEM fields are addressed in this paper in an effort to support equity and inclusion at the doctoral level. Approaching this issue through critical multiculturalism takes the issue of access and attainment beyond sheer numbers by addressing the limited opportunity of women and students of color to see themselves in graduate faculty within STEM. Findings This paper reviews literature regarding the STEM pipeline’s “glass ceiling” that exists at the graduate level for students from marginalized communities, including gender and race. This paper proposes a multicultural doctoral persistence model. Originality/value Despite the efforts of many institutions of higher education to diversify the STEM fields, a “glass ceiling” remains at the doctoral level. There appears to be a pipeline for women and minorities from K-12 to the undergraduate level, but the doctoral level has been largely left out of the conversation.

中文翻译：

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增加细流：提议的批判性多元文化主义者概念模型，以增加向更多样化的STEM博士学位人群的渠道

目的几十年来，由于涉及不同学生群体的低入学率和毕业率，人力和财力一直是科学，技术，工程和数学研究领域的学术机构关注的焦点。但是，对于这些代表性不足的人群，有关博士学位教育和完成学业途径的研究很少。本文的目的是从概念上探讨STEM博士课程如何实施关键的多元文化主义框架，以招募，增加坚持和完成以减轻博士课程中女性和有色学生的流失率。设计/方法/方法通过关键的多元文化主义框架，本文旨在探讨在STEM领域中传统上代表性不足的人群的获取和获取问题的核心，以努力在博士级别上实现公平和包容。通过批判的多元文化主义来解决这个问题，通过解决有色人种的妇女和学生在STEM的研究生院中看到自己的机会有限，将获取和成就的问题超越了纯粹的人数。调查结果本文回顾了有关STEM管道“玻璃天花板”的文献，该文献在研究生阶段为来自边缘化社区（包括性别和种族）的学生而存在。本文提出了一种多元文化的博士持续性模型。原创性/价值尽管许多高等教育机构都在努力使STEM领域多样化，“玻璃天花板”仍然保持在博士水平。从K-12到本科阶段，似乎有针对女性和少数族裔的管道，但是博士阶段基本上没有讨论。