Expanding underrepresented minority participation:
Gespeichert in:
| Format: | Elektronisch E-Book |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Washington, D.C.
National Academies Press
c2011
|
| Schlagworte: | |
| Online-Zugang: | FAW01 FAW02 Volltext |
| Beschreibung: | Includes bibliographical references Historically, there has been a strong connection between increasing educational attainment in the United States and the growth in and global leadership of the economy. Consequently, there have been calls--from the College Board, the Lumina and Gates Foundations, and the administration--to increase the postsecondary completion rate in the United States from 39 percent to 55 or 60 percent. The challenge is greatest for underrepresented minorities: In 2006 only 26 percent of African Americans, 18 percent of American Indians, and 16 percent of Hispanics in the 25- to 29-year-old cohort had attained at least an associate degree. The news is even worse in S&E (science and engineering) fields. In 2000, as noted in Gathering Storm, the United States ranked 20 out of 24 countries in the percentage of 24-year-olds who had earned a first degree in the natural sciences or engineering. Based on these data, Gathering Storm recommended efforts to increase the percentage of 24-year-olds with these degrees from 6 percent to at least 10 percent, the benchmark already attained by several countries. But again, the statistics are even more alarming for underrepresented minorities. These students would need to triple, quadruple, or even quintuple their proportions with a first university degree in these fields in order to achieve this 10 percent goal: At present, just 2.7 percent of African Americans, 3.3 percent of Native Americans and Alaska Natives, and 2.2 percent of Hispanics and Latinos who are 24 years old have earned a first university degree in the natural sciences or engineering Summary -- - INTRODUCTION --1 - A Strong Science and Engineering Workforce --2 - Dimensions of the Problem -- - BECOMING SCIENTISTS AND ENGINEERS --3 - Preparation --4 - Access and Motivation --5 - Affordability --6 - Academic and Social Support -- - CONCLUSION --7 - The Journey Beyond the Crossroads --8 - Recommendations and Implementation Actions -- - BIBLIOGRAPHY -- - APPENDIXES -- - A - Charge to the Study Committee -- - B - U.S. Senate Letter to the National Academy of Sciences -- - C - Committee Member Biographies -- - D - Agendas for Public Meetings -- - E - Recommendations on STEM Education from *Rising Above the Gathering Storm* -- - F - Ingredients for Success in STEM -- - G - Baccalaureate Origins of Underrepresented Minority PhDs -- - H - An Agenda for Future Research |
| Beschreibung: | 1 Online-Ressource (1 PDF file (xv, 269 p.) |
| ISBN: | 0309159687 0309159695 9780309159685 9780309159692 |
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| 500 | |a Historically, there has been a strong connection between increasing educational attainment in the United States and the growth in and global leadership of the economy. Consequently, there have been calls--from the College Board, the Lumina and Gates Foundations, and the administration--to increase the postsecondary completion rate in the United States from 39 percent to 55 or 60 percent. The challenge is greatest for underrepresented minorities: In 2006 only 26 percent of African Americans, 18 percent of American Indians, and 16 percent of Hispanics in the 25- to 29-year-old cohort had attained at least an associate degree. The news is even worse in S&E (science and engineering) fields. In 2000, as noted in Gathering Storm, the United States ranked 20 out of 24 countries in the percentage of 24-year-olds who had earned a first degree in the natural sciences or engineering. Based on these data, Gathering Storm recommended efforts to increase the percentage of 24-year-olds with these degrees from 6 percent to at least 10 percent, the benchmark already attained by several countries. But again, the statistics are even more alarming for underrepresented minorities. These students would need to triple, quadruple, or even quintuple their proportions with a first university degree in these fields in order to achieve this 10 percent goal: At present, just 2.7 percent of African Americans, 3.3 percent of Native Americans and Alaska Natives, and 2.2 percent of Hispanics and Latinos who are 24 years old have earned a first university degree in the natural sciences or engineering | ||
| 500 | |a Summary -- - INTRODUCTION --1 - A Strong Science and Engineering Workforce --2 - Dimensions of the Problem -- - BECOMING SCIENTISTS AND ENGINEERS --3 - Preparation --4 - Access and Motivation --5 - Affordability --6 - Academic and Social Support -- - CONCLUSION --7 - The Journey Beyond the Crossroads --8 - Recommendations and Implementation Actions -- - BIBLIOGRAPHY -- - APPENDIXES -- - A - Charge to the Study Committee -- - B - U.S. Senate Letter to the National Academy of Sciences -- - C - Committee Member Biographies -- - D - Agendas for Public Meetings -- - E - Recommendations on STEM Education from *Rising Above the Gathering Storm* -- - F - Ingredients for Success in STEM -- - G - Baccalaureate Origins of Underrepresented Minority PhDs -- - H - An Agenda for Future Research | ||
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| spelling | Expanding underrepresented minority participation Committee on Underrepresented Groups and the Expansion of the Science and Engineering Workforce Pipeline, Committee on Science, Engineering, and Public Policy, Policy and Global Affairs, National Academy of Sciences, National Academy of Engineering, and Institute of Medicine of the National Academies Washington, D.C. National Academies Press c2011 1 Online-Ressource (1 PDF file (xv, 269 p.) txt rdacontent c rdamedia cr rdacarrier Includes bibliographical references Historically, there has been a strong connection between increasing educational attainment in the United States and the growth in and global leadership of the economy. Consequently, there have been calls--from the College Board, the Lumina and Gates Foundations, and the administration--to increase the postsecondary completion rate in the United States from 39 percent to 55 or 60 percent. The challenge is greatest for underrepresented minorities: In 2006 only 26 percent of African Americans, 18 percent of American Indians, and 16 percent of Hispanics in the 25- to 29-year-old cohort had attained at least an associate degree. The news is even worse in S&E (science and engineering) fields. In 2000, as noted in Gathering Storm, the United States ranked 20 out of 24 countries in the percentage of 24-year-olds who had earned a first degree in the natural sciences or engineering. Based on these data, Gathering Storm recommended efforts to increase the percentage of 24-year-olds with these degrees from 6 percent to at least 10 percent, the benchmark already attained by several countries. But again, the statistics are even more alarming for underrepresented minorities. These students would need to triple, quadruple, or even quintuple their proportions with a first university degree in these fields in order to achieve this 10 percent goal: At present, just 2.7 percent of African Americans, 3.3 percent of Native Americans and Alaska Natives, and 2.2 percent of Hispanics and Latinos who are 24 years old have earned a first university degree in the natural sciences or engineering Summary -- - INTRODUCTION --1 - A Strong Science and Engineering Workforce --2 - Dimensions of the Problem -- - BECOMING SCIENTISTS AND ENGINEERS --3 - Preparation --4 - Access and Motivation --5 - Affordability --6 - Academic and Social Support -- - CONCLUSION --7 - The Journey Beyond the Crossroads --8 - Recommendations and Implementation Actions -- - BIBLIOGRAPHY -- - APPENDIXES -- - A - Charge to the Study Committee -- - B - U.S. Senate Letter to the National Academy of Sciences -- - C - Committee Member Biographies -- - D - Agendas for Public Meetings -- - E - Recommendations on STEM Education from *Rising Above the Gathering Storm* -- - F - Ingredients for Success in STEM -- - G - Baccalaureate Origins of Underrepresented Minority PhDs -- - H - An Agenda for Future Research Science / education / United States Vocational Guidance / United States Education, Medical / United States Engineering / education / United States Minority Groups / United States BUSINESS & ECONOMICS / Human Resources & Personnel Management bisacsh Ingenieurwissenschaften Medizin Naturwissenschaft Wirtschaft Minorities in science United States Minorities in engineering United States Minorities in medicine United States Science Study and teaching (Higher) United States Engineering Study and teaching (Higher) United States Medicine Study and teaching United States USA Institute of Medicine (Washington, DC) Committee on Underrepresented Groups and the Expansion of the Science and Engineering Workforce Pipeline Sonstige oth http://search.ebscohost.com/login.aspx?direct=true&scope=site&db=nlebk&db=nlabk&AN=381806 Aggregator Volltext |
| spellingShingle | Expanding underrepresented minority participation Science / education / United States Vocational Guidance / United States Education, Medical / United States Engineering / education / United States Minority Groups / United States BUSINESS & ECONOMICS / Human Resources & Personnel Management bisacsh Ingenieurwissenschaften Medizin Naturwissenschaft Wirtschaft Minorities in science United States Minorities in engineering United States Minorities in medicine United States Science Study and teaching (Higher) United States Engineering Study and teaching (Higher) United States Medicine Study and teaching United States |
| title | Expanding underrepresented minority participation |
| title_auth | Expanding underrepresented minority participation |
| title_exact_search | Expanding underrepresented minority participation |
| title_full | Expanding underrepresented minority participation Committee on Underrepresented Groups and the Expansion of the Science and Engineering Workforce Pipeline, Committee on Science, Engineering, and Public Policy, Policy and Global Affairs, National Academy of Sciences, National Academy of Engineering, and Institute of Medicine of the National Academies |
| title_fullStr | Expanding underrepresented minority participation Committee on Underrepresented Groups and the Expansion of the Science and Engineering Workforce Pipeline, Committee on Science, Engineering, and Public Policy, Policy and Global Affairs, National Academy of Sciences, National Academy of Engineering, and Institute of Medicine of the National Academies |
| title_full_unstemmed | Expanding underrepresented minority participation Committee on Underrepresented Groups and the Expansion of the Science and Engineering Workforce Pipeline, Committee on Science, Engineering, and Public Policy, Policy and Global Affairs, National Academy of Sciences, National Academy of Engineering, and Institute of Medicine of the National Academies |
| title_short | Expanding underrepresented minority participation |
| title_sort | expanding underrepresented minority participation |
| topic | Science / education / United States Vocational Guidance / United States Education, Medical / United States Engineering / education / United States Minority Groups / United States BUSINESS & ECONOMICS / Human Resources & Personnel Management bisacsh Ingenieurwissenschaften Medizin Naturwissenschaft Wirtschaft Minorities in science United States Minorities in engineering United States Minorities in medicine United States Science Study and teaching (Higher) United States Engineering Study and teaching (Higher) United States Medicine Study and teaching United States |
| topic_facet | Science / education / United States Vocational Guidance / United States Education, Medical / United States Engineering / education / United States Minority Groups / United States BUSINESS & ECONOMICS / Human Resources & Personnel Management Ingenieurwissenschaften Medizin Naturwissenschaft Wirtschaft Minorities in science United States Minorities in engineering United States Minorities in medicine United States Science Study and teaching (Higher) United States Engineering Study and teaching (Higher) United States Medicine Study and teaching United States USA |
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