|
||||||||||||||||
|
||||||||||||||||
The following HTML text is provided to enhance online readability. Many aspects of typography translate only awkwardly to HTML. Please use the page image as the authoritative form to ensure accuracy. Appendix A
|
||||||||||||||||
 |
 |
Page 205 |
 |
 |
 |
|
| ||||||||||||||||||||||||||||||||
|
|
|||||||||||||||||||||||||||||||
Below are the first 10 and last 10 pages of uncorrected machine-read text (when available) of this chapter, followed by the top 30 algorithmically extracted key phrases from the chapter as a whole.
Intended to provide our own search engines and external engines with highly rich, chapter-representative searchable text on the opening pages of each chapter.
Because it is UNCORRECTED material, please consider the following text as a useful but insufficient proxy for the authoritative book pages.
Do not use for reproduction, copying, pasting, or reading; exclusively for search engines.
OCR for page 205
Expanding Underrepresented Minority Participation: America’s Science and Technology Talent at the Crossroads
Appendix A
Charge to the Study Committee
An ad hoc committee, under the aegis of the Committee on Science, Engineering, and Public Policy (COSEPUP), will explore the role of diversity in the science, technology, engineering, and mathematics workforce and its value in keeping America innovative and competitive. The study will analyze the rate of change and the challenges the nation currently faces in developing a strong and diverse workforce. It will identify best practices and the characteristics of these practices that make them effective and sustainable.
The committee will respond to the following questions:
What are the key social and institutional factors that shape decisions of minority students to commit to education and careers in the science, technology, engineering, and math fields? What programs have successfully influenced these factors to yield improved results?
What are the specific barriers preventing greater minority student participation in the science, technology, engineering, and math fields? What programs have successfully minimized these barriers?
What are the primary focus points for policy intervention to increase the recruitment and retention of underrepresented minorities in America’s workforce in the future? Which programs have successfully implemented policies to improve recruitment and retention? Are they “pull” or “push” strategies?” Overall, how effective have they been? By what criteria should they be judged?
What programs are under way to increase diversity in the science, technology, engineering, and math fields? Which programs have been shown
OCR for page 206
Expanding Underrepresented Minority Participation: America’s Science and Technology Talent at the Crossroads
to be effective? Do they differ by gender within minority group? What factors make them more effective? How can they be expanded and improved in a sustainable way?
What is the role of minority-serving institutions in the diversification of America’s workforce in these fields? How can that role be supported and strengthened?
How can the public and private sectors better assist minority students in their efforts to join America’s workforce in these fields?
What should be the implementation strategy? The committee should develop a prioritized list of policy and funding action items (e.g., tax credits) with milestones and cost estimates that will lead to a science and engineering workforce that mirrors the nation’s diverse population.