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The percentage of minority males in the science, technology, engineering, and mathematics (STEM) workforce is about half of their representation in the US population. Roadblocks that continue to challenge minority males include: disparity in access to high quality STEM educational resources, a lack of role models, and a shortage of highly trained, minority STEM educators. This work describes an INCLUDES Design and Development Launch Pilot that builds on an existing regional partnership of four Historically Black Colleges and Universities (HBCUs) that are working together to improve STEM outcomes for middle school minority male students. Using collective impact-style approaches such as implementing mutually reinforcing activities through a Network Improvement Community (NIC) these partners are addressing the larger goal of improving STEM achievement in minority males, particularly in middle school. Activities of the NIC included a workshop to share best practices and define the NIC, workgroups to engage in improvement cycles, a website that will contribute to the knowledge base regarding effective strategies for enhancing STEM educational opportunities for minority males, and webinars. The project partners have also created a roadmap for a NIC to address the challenges described above. This paper describes a work in progress and will provides an update on the NIC to the broader engineering community. 

African-American and Hispanic males are significantly underrepresented in STEM. While youth start narrowing their career choices in middle school, National Maker programs rarely specifically target minority males. Four Historically Black Colleges/Universities (HBCUs), in partnership with The Verizon Foundation, have established Maker communities in underserved urban and rural communities. The Minority Male Maker Program allows middle school students and their teachers to develop science, technology, engineering, and mathematics (STEM) skills while expressing their creativity. The long term goals of this project are to increase participant interest in STEM careers and college attendance. In the short term, we anticipate increased technology proficiency, STEM engagement and academic achievement. Additional outcomes include increased teacher and mentor understanding of STEM instruction delivery and mentorship. Panelists will discuss disparities facing men of color and a new National program designed to provide early exposure to STEM. Recommendations for developing programs targeting minority male students will be discussed.