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Cultivating the Underrepresented Majority for STEM: It’s Not Just About the Numbers
Shirley M. Malcom
Cultivating the Underrepresented Majority for STEM: It’s Not Just About the Numbers
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Demographics of STEM Workforce
Minority = Black/African American, Hispanic, and American Indian
Source: Joan Burrelli, NSF, based on 1999 Common Core of Data, U.S. Department of Education, National Center for Education Statistics (NCES); NCES, 1998 IPEDS Fall Enrollment Survey; UCLA Higher Education Research Institute,1998 American Freshman Survey (estimate); and NCES, 1998 IPEDS Completions Survey
Cultivating the Underrepresented Majority for STEM: It’s Not Just About the Numbers
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Evidence of Underparticipation — Disaggregated
Percentage Percentage PercentageSex, Race/Ethnicity
and DisabilitiesU.S. Population Total Workforce S&E Workforce
1999 1999 1999
White men 35.2 39.9 63.2White women 36.7 34.8 18.6Asian men 1.8 2.0 8.4Asian women 2 1.8 2.6Black men 5.7 4.9 2.1Black women 6.4 5.9 1.3Hispanic men 5.8 5.9 2.4Hispanic women 5.7 4.2 1.0American Indian men 0.4 N.A. 0.2American Indian women 0.4 N.A. 0.1Persons with Disabilities ~20 N.A. N.A.
Source: CPST, data derived from National Science Foundation, SESTAT and U.S. Census Bureau, Current Population Survey, March 1999, and NSB, 2002.Note: Totals may not add to 100 due to rounding.
Cultivating the Underrepresented Majority for STEM: It’s Not Just About the Numbers
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A Decade of Degrees in Selected Fields,By Race / Ethnicity
72.5
65.5
84.2 75.9
84.6
79.1
77.2
79.8
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
19
94
20
04
19
94
20
02
19
94
20
04
19
94
20
03
African American Hispanic Native American Asian White
Source: CPST, data derived from AAMC, ABA, NCES and NSF
Medicine Business Law S&E
Cultivating the Underrepresented Majority for STEM: It’s Not Just About the Numbers
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A Decade of Degrees in Selected Fields, by Sex(Includes U.S. Citizens and Permanent Residents Only)
0
20,000
40,000
60,000
80,000
100,000
1994
2004
1994
2002
1994
2002
1994
2003
WomenMen
Medicine Law Business S&E PhDs
Source: CPST, data derived from AAMC, ABA, NSF and NCES
Cultivating the Underrepresented Majority for STEM: It’s Not Just About the Numbers
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Doctorate Recipients (U.S. Citizens & Permanent Residents, 2004)
Cultivating the Underrepresented Majority for STEM: It’s Not Just About the Numbers
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Percent of Women Among All Earned Doctorates,by Field, 2004
FIELD TOTAL PERCENT
Physics & Astronomy 1,351 17.0
Chemistry 1,987 31.7
EAM 687 34.8
Mathematics 1,075 28.4
Computer Science 949 20.5
Engineering 5,776 17.6
Life Sciences 8,819 49.4
Psychology 3,336 67.3
Economics 960 29.4
Social Sciences, including Psychology
6,795 39.0
Cultivating the Underrepresented Majority for STEM: It’s Not Just About the Numbers
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Undergraduate STEM Trends, continued
• Increasing participation by women in all fields (at or near parity in total S/E, physical, mathematical and social sciences; above parity in biological sciences and psychology; below parity in engineering (20.3%) and computer science (27.3%)
• Minority women represent higher proportion of engineering degrees within race/ethnic group
White women – 18.2% of white total in 2001African American women – 35.6%Hispanic women – 23.9%Asian women – 24%American Indian women – 25.1%
Cultivating the Underrepresented Majority for STEM: It’s Not Just About the Numbers
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Undergraduate STEM Trends, continued
• In 2001, African American women received a larger proportion of degrees than African American men in all fields except engineering (35.6%) and computer science (46.6%)
• Declining numbers of underrepresented minorities in engineering
• In 2001, HBCUs contributed disproportionate to their share of African American enrollees to degrees in physical sciences (44.8%), biological sciences (41.4%), mathematics (40.8%), agricultural sciences (46.4%), and computer science (29.8%), although that effect has modified since the early 1990s.
Cultivating the Underrepresented Majority for STEM: It’s Not Just About the Numbers
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Science and Engineering as Human Activities
Reclaiming S & T
Cultivating the Underrepresented Majority for STEM: It’s Not Just About the Numbers
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Science & Technology as Reflections of Society
• Justifying social relationships
• Social Darwinism
• Mismeasure of Man
• Meeting societal needs
• Answering fundamental questions
• Reflecting status and power relationships
Cultivating the Underrepresented Majority for STEM: It’s Not Just About the Numbers
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The First African American Ph.D.
Doctorate in Physics from Yale University in 1876
Edward Bouchet
Cultivating the Underrepresented Majority for STEM: It’s Not Just About the Numbers
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Basic Sciences OR the Practical Arts
Cultivating the Underrepresented Majority for STEM: It’s Not Just About the Numbers
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The Case of E.E. Just
Black Apollo of Scienceby Kenneth Manning
Cultivating the Underrepresented Majority for STEM: It’s Not Just About the Numbers
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Historic Role of HBCUs
• Source of employment
• Research opportunities
• Undergraduate preparation of future researchers (Baccalaureate origins)
Cultivating the Underrepresented Majority for STEM: It’s Not Just About the Numbers
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Post-Sputnik to Great Society
1957 – Early 1970s:From national need to civil rights
Cultivating the Underrepresented Majority for STEM: It’s Not Just About the Numbers
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What difference does diversity make toscience and engineering?
Cultivating the Underrepresented Majority for STEM: It’s Not Just About the Numbers
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Men, Women and the Story of Aspirin
Cultivating the Underrepresented Majority for STEM: It’s Not Just About the Numbers
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Cultivating the Underrepresented Majority for STEM: It’s Not Just About the Numbers
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Health Disparities
Cultivating the Underrepresented Majority for STEM: It’s Not Just About the Numbers
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Science Policy
• Research priorities
• Whose needs? And who decides?
• Digital Divide, or
“Do some problems solve themselves?”
Cultivating the Underrepresented Majority for STEM: It’s Not Just About the Numbers
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How might S/E be different were there more minorities and women in these fields?
• Education
• Research
• Policy
• Practice
Cultivating the Underrepresented Majority for STEM: It’s Not Just About the Numbers
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The Educational Value of Diversity