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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
202-326-6785
AAAS Capacity Center
www.aaascapacity.org