Pan-Organizational Summit on the U.S. Science and Engineering Workforce Meeting Summary (2003) / Chapter Skim
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Increasing the Supply of Underrepresented Persons of Color in Science and Engineering Occupations
Increasing the Supply of Underrepresented Persons of Color in Science and Engineering Occupations
Pages 84-90
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From page 84... ...
dropped substantially, while over the same period the percentage of degrees awarded in physical science and science technology rose by 9 percent.3 iThe author wishes to thank Paul Barton and Tony Carnevale of Educational Testing Service for their contributions to this paper. 2Daniel Hecker, "Employment Outlook: 2000-10," Monthly Labor Review, November 2001, pp.
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From page 85... ...
Hill, National Science Foundation, 2001; cited in Paul Barton, Meeting the Need for Scientists, Engineers, and an Educated Citizenry in a Technological Society, ETS Policy Information Report, May 2002 4Paul Barton, Meeting the Needfor Scientists, Engineers, and an Educated Citizenry in a Technological Society. ETS Policy Information Report, May 2002, p.
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From page 86... ...
For example, in the 2000 National Assessment of Educational Progress, only 4 percent of Hispanic twelfth graders and 3 percent of Black twelfth graders reached the "proficient" level of mathematics achievement, compared with 20 percent of white students and 34 percent of Asian/Pacific Islander students.6 These performance disparities do not suddenly appear in high school; in fact, researchers have found that racial/ethnic differences in cognitive development and performance are evident even at the time children enter kindergarten.7 Part of the problem is that students of color are disproportionately likely to attend "disadvantaged schools where overall academic and supporting environments are less conducive to learning."8 As a result, they continue to be substantially underrepresented in advanced high school courses in mathematics and science, as well as in other areas of study. For example, only about 3 to 4 percent of Black and Hispanic students take advanced placement (AP)
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From page 87... ...
Similarly, while 12 percent of Hispanic undergraduates initially identified engineering as their intended major, only 6 percent went on to attain an engineering degree.~° Part of the reason for this attrition may be that students who pursue math, science, and engineering majors in college have to endure more difficult requirements and grading standards than other students do. The college grades of students who passed AP calculus in high school, for example, vary tremendously by subject area about 85 percent received an A or B for their English courses, versus about 55 percent for their mathematics courses.
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From page 88... ...
Some have recommended the creation of a pre-engineering course of study from middle school through high school. Such a program would include a comprehensive high school curriculum offering college-level certification and course credits, a middle school technology curriculum, extensive training for teachers and school counselors, and access to affordable equipment.~4 i2Adapted from Barbara Lovitts, Leaving the Ivory Tower, 2001.
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From page 89... ...
An ETS study has shown that one important characteristic of "persisters" is that they find the study of math, science, or engineering at the college level to be enjoyable, interesting, and rewarding, and they have a personal commitment to these fields as a career. Further, students are more likely to persist if they have been involved in recruitment or enrichment programs for students of color; and if a scientist or engineer through a summer job or part-time work has influenced them.~5 These findings indicate the need for programs that give promising students of color opportunities for summer work in science and engineering, as well as programs that focus on improving the climate of undergraduate schools for persons of color.
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From page 90... ...
Fortunately, there is no shortage of information about ways to address this problem. The challenge is to use the available research wisely to design programs and interventions that will eradicate racial/ethnic disparities in academic performance and greatly expand educational and employment opportunities for persons of color.
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