Linda Hall Library of Science, Engineering & Technology5109 Cherry St., Kansas City, MOBrunch & LearnNovember 15, 2008

Minding Our Students:

How to Assist the High School to College Transition—HANDOUT

Daryl E. Chubin

Director, AAAS Capacity Center

American Association for the Advancement of Science

www.aaascapacity.org

Data

The numbers of non-Hispanic whites in the U.S. is projected to level off, with large increases in the Hispanic population.

U.S. Population by Race and Hispanic Origin, 2000 with Projections to 2050

0

50

100

150

200

250

2000 2010 2020 2030 2040 2050

Po

pu

lati

on

(in

1,0

00)

White, non-Hispanic

Hispanic (of any race)

Black

Asian

Source: Commission on Professionals in Science and Technology, data derived from U.S. Census Bureau.

Most Recent K-12 Cases

• Parents Involved In Community Schools v. Seattle (Washington) School District No. 1 et al. and Meredith v. Jefferson County (Kentucky) Board of Education, both decided in June 2007

• Applying the doctrine of “strict scrutiny,” the court found that programs in these districts did not meet the Grutter test (in the 2003 U. of Michigan case)

• The Supreme Court ruled that these two school districts were focused solely on achieving a certain black/white racial balance mirroring that of school districts. The Court did not link this to Grutter.

Intended College Major of High School Juniors

1.3%

0.9%

2.3%

16.3%

1.8%

1.1%

1.9%

0.9%

0.7%

0.5%

8.3%

4.5%

0.0% 5.0% 10.0% 15.0% 20.0%

Engineering

PhysicalSciences

Math/Statistics

ComputerScience

Female

Male

Total

Source: CPST, data derived from the College Board

© 2006 WEPAN, www.wepan.orgPrepared by CPST, www.cpst.org

What Mathematics Courses Are U.S. High School Students Taking?

0.0 20.0 40.0 60.0 80.0 100.0

Male

Female

White, non-Hispanic

Black, non-Hispanic

Hispanic

Asian/Pacific Islander

Native American

Algebra II Analysis/pre-calculus Calculus

Source: CPST, data derived from National Center for Education Statistics

© 2006 WEPAN, www.wepan.orgPrepared by CPST, www.cpst.org

U.S. Department of Education,The Toolbox Revisited: Paths to Degree Completion From High School Through College, Feb. 2006

•Academic Intensity: The rigor of a student's high-school curriculum is the strongest indicator of whether one will earn a college degree, regardless of major. The "academic intensity" of students' high-school courses played a larger role than did their grades and standardized test scores.

•Mathematics: "The world demands advanced quantitative literacy, and no matter what a student's postsecondary field of study. . . more than a ceremonial visit to college-level mathematics is called for."

•Demographic background: Students from lower socioeconomic backgrounds were less likely to attend high schools that offered high-level courses. Latino students, for instance, were far less likely to attend schools that offered calculus or trigonometry than white or Asian students.

Based on a longitudinal study of a nationally representative cohort of students from the high-school class of 1992, the report finds . . .

Description of Generation Trends

Matures Baby Boomers Generation X Generation Net

Birth dates 1900-1946 1946-1964 1964-1982 1982-1991

Description Greatest generation

Me generation Latchkey generation

Millennials

Attributes Command and control

Self-sacrifice

Optimistic

Workaholic

Independent

Skeptical

Hopeful

Determined

Likes Respect for authority

Family

Community involvement

Responsibility

Work ethic

Can-do attitude

Freedom

Multitasking

Work-life balance

Public activism

Latest technology

Parents

Dislikes Waste

Technology

Laziness

Turning 50

Red tape

Hype

Anything slow

Negativity

Source: Oblinger and Oblinger, 2005, pp. 2.1-2.20

Under-represented minorities (URMs) and non-URMs as a percent of . . .

17.3%

16.7%

25.7%

35.5%

49.9%

70.8%

73.9%

72.2%

63.2%

44.5%

12.0%

5.6%

2.1%

1.3%

9.5%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

STEM PhD Recipients (2005)

All Graduate Students (Fall2005)

STEM Bachelor's DegreeRecipients (2005)

All Undergraduate Students(Fall 2005)

The K-12 School-AgePopulation (2005) *

URMs Non-URMs Non-U.S. Citizens & Other/Unknown Race/Ethnicity

Note: Data for the K-12 population were not availab le by citizenship, so non-U.S. citizens are included in all percentages. Source: CPST, data derived from National Science Foundation, WebCASPAR Database, National Center for Education Statisics, Digest of Education Statistics, 2006, and U.S. Census Bureau, Population Division

A Decade of Degrees in Selected Fieldsby Race/Ethnicity

(U.S. Citizens and Permanent Residents Only)

71

.4%

65

.9%

83

.7%

70

.9%

82

.4%

78

.6%

74

.1%

79

.1%

0%10%20%30%40%50%

60%70%80%90%

100%

19

94

-95

20

04

-05

19

94

-95

20

04

-05

19

94

-95

20

03

-04

19

94

-95

20

04

-05

White

Asian/Pac. Islander

Native American

Hispanic

African American

Note: Chart excludes temporary residents and U.S. citizens and permanent residents w hose race/ethnicity w as other or unknow n. Source: CPST, data derived from AAMC, NCES and NSF.

Medicine(MD)

Business(MA, MS, MBA)

Law(JD)

S&E(PhD)

A Decade of Degrees in Selected Fields by Sex

0

20,000

40,000

60,000

80,000

100,000

120,000

140,000

160,000

19

94

-95

20

04

-05

19

94

-95

20

04

-05

19

94

-95

20

04

-05

19

94

-95

20

04

-05

Women

Men

Source: CPST, data derived from American Association of Medical Colleges, National Center for Education Statistics, American Bar Association, and National Science Foundation

Medicine(MD)

Business(MA, MS, MBA)

Law(JD)

S&E(PhD)

25.9

28.1

42.7

46.1

37.4

54.6

65.810.4

0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0

Total STEM Workforce

Computer Scientists

Mathematical Scientists

Biological Scientists

Natural Scientists

Social Scientists

Psychologists

Engineers

Proportion of Women in Selected STEM Occupations, 2003

Source: CPST, data derived from Bureau of Labor Statistics, Current Population Survey

Engineering accounted for just 1 in 20 bachelor’s degrees in 2006.

Bachelor's Degrees by Field, 2006(n = 1,473,735)

Engineering5%Natural sciences

19%

Social sciences16%

Arts and humanities20%

Business21%

Professional19%

Note: "Natural sciences" includes "Science and engineering technologies."Source: Commission on Professionals in Science and Technology analysis of IPEDS data accessed via National Science Foundation's WebCASPAR database, March 2008.

Financing a College Education

• Nearly half of all students in 2006-07 attended institutions where the published average annual in-state tuition and fees were less than $2,550.

• Three out of every five students attended institutions where the published average annual in-state tuition and fees were less than $4,750 per year.

• Only three out of every 100 students were enrolled at institutions where the average annual tuition and fees were more than $25,000 per year.

• Nearly 20 percent of traditional-aged undergraduates come from families with incomes below $25,000 per year.

• Seven out of 10 full-time students receive some sort of financial aid.

source: ACE, Facts About College Access and Affordability, Jan. 2008

Community Colleges

• 6.5 million students

o 46% of all undergrads

o 35% minority

o 60% women

o 47% receive financial aid

o 39% first-generation attendees

• 62% part-time faculty

o 11% full-time & <45 years old

o 6% full-time, <45 year-olds of color

source: AACC (students); ACE (faculty)

Resources

2004: To help guide program staff & university counsels in interpreting the Grutter and Gratz rulings . . .

2008: New Sloan- and NSF-funded pilot project to vet effective STEM programs & practices re students & faculty for legal sustainability

See http://www.aaas.org/publications/books_reports/standingourground/

• Equal Pay Act of 1963 – abolishes differential pay based on sex

• Civil Rights Act of 1964 – outlaws racial segregation in schools & discrimination in employment; establishes Equal Employment Opportunity Commission as enforcer

• Title IX 1972 – any educational program receiving Federal funds may not discriminate based on sex

• Americans With Disabilities Act of 1990 – bars discrimination in employment based on disability

• Civil Rights Act of 1991 – strengthens 1964 civil rights laws; establishes the Glass Ceiling Commission (1991-1996)

Laws Matter:

American Institute of Physics http://www.aip.org

American Society for Engineering Education (ASEE) www.asee.org

Commission on Professionals in Science and Technology (CPST) www.cpst.org

Diversity Web http://www.diversityweb.org

Engineering Trends  www.engtrends.com

National Academy of Engineering www.nae.edu

National Science Foundation – Statistics http://www.nsf.gov/statistics/women/

Science, Gender and After-school http://www.afterschool.org/sga/

WEPAN Knowledge Center http://www.wepan.org/displaycommon.cfm?an=8

Rich Web Sites

Recent Sources—My Personal Involvement• “Making a Case for Diversity in STEM Fields,” Inside Higher Ed, Oct. 6, 2008

http://www.insidehighered.com/views/2008/10/06/chubin (with S.M. Malcom).

• “Educating Generation Net—Can U.S. Engineering Woo and Win the Competition for Talent?” Journal of Engineering Education, v. 97, July 2008: 245-257 (with K. Donaldson, L. Fleming, and B. Olds).

• “Federal Agencies” (249-258) and “Professional Societies” (263-272) in S. Rosser, ed., Women, Science, and Myth: Gender Beliefs from Antiquity to the Present, ABC-CLIO, 2008.

• NACME Data Book—2008 Update. Commission on Professionals in Science and Technology, http://www.nacme.org/databook/ (with L. Frehill).

• “Voices of the Future: African American PhDs in the Sciences,” In R.J. Burke and M.C. Mattis, eds., Women and Minorities in Science, Technology, Engineering and Mathematics: Upping the Numbers. Edward Elgar, 2007: 91-100.

• “The New Backlash on Campus,” College and University Journal, v. 81, Fall 2006: 65-68 (with S.M. Malcom).

Thank you! To continue the conversation. . .

Daryl Chubin, Ph.D., Director

dchubin@aaas.org

202-326-6785

AAAS Capacity Center

www.aaascapacity.org