Minorities in Engineering, and the Society for the Advancement of Chicanos and Native Americans in Science.

  • Experts on diversity, mentoring, teacher preparation, K-12 STEM education programs, and minority participation in undergraduate and graduate education, including Shirley Malcom, AAAS.

  • Officials from Historically Black Colleges and Universities and other minority-serving institutions (MSIs) on the role of MSIs in broadening participation in STEM fields.

The committee also heard from individuals involved in earlier reports focused on increasing the participation of minorities in STEM fields, including the following:

  • Commission on the Advancement of Women and Minorities in Science, Engineering, and Technology Development, Land of Plenty;

  • National Science and Technology Council, Ensuring a Strong U.S. Scientific, Technical, and Engineering Workforce in the 21st Century;

  • Building Engineering and Science Talent, A Bridge for All and What It Takes;

  • Willie Pearson Jr., and Diane Martin, Broadening Participation Through a Comprehensive, Integrated System;

  • National Action Council for Minorities in Engineering, Confronting the New American Dilemma: Underrepresented Minorities in Engineering;

  • American Association for the Advancement of Science, In Pursuit of a Diverse Science, Technology, Engineering, and Mathematics Workforce: Recommended Research Priorities to Enhance Participation by Underrepresented Minorities and other reports; and

  • National Research Council, Assessment of NIH Minority Research Training Programs and Understanding Interventions that Encourage Minorities to Pursue Research Careers.

The committee synthesized this information as a foundation for this report and its findings and recommendations.

ORGANIZATION OF REPORT

This report is organized into three sections. The first section provides an introduction to the issues covered in the report. This chapter provides the context and rationale for the report, as well as a description of the charge to the committee and the committee process. The second chapter in the introductory section presents data to illustrate the dimensions of the problem along the educational pathway and in the science and engineering workforce. The second section of the report, through chapters on preparation, access and



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