Enhancing the Community College Pathway to Engineering Careers (2005) / Chapter Skim
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5 Diversity in the Engineering Workforce
5 Diversity in the Engineering Workforce
Pages 53-60
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From page 53... ...
In spite of efforts by many individuals and organizations over the past 30 years, economic, cultural, educational, and institutional barriers continue to discourage or prevent women and underrepresented minorities from pursuing engineering education and the rewarding careers that can follow. To meet the need for the best and brightest individuals in engineering, as well as in science, technology, and mathematics, we must develop a domestic talent pool that looks very different from the one we draw on today.
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From page 54... ...
Although the makeup of community colleges student bodies varies by geographic location, a larger percentage of students from some minority groups, notably Hispanics and American Indians, attend community colleges than white students.
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From page 55... ...
. As Table 5-1 shows, community college students are more likely to be parttime students, more likely to be older, less likely to be dependents, more likely to have dependents, more likely to be minority students, and more likely to be working full time.
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From page 56... ...
56 THE COMMUNITY COLLEGE PATHWAY TO ENGINEERING CAREERS TABLE 5-2 Percentage Distribution for 19992000 of Undergraduates According to Selected Student Characteristics, by Type of Institution. Source: Department of Education, 2003.
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NACME hosts two Web sites -- www.guidemenacme.org and www. mathispower.org -- designed for precollege students, parents, and educators.
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From page 58... ...
To attain that status, the Regents' Engineering Transfer Program was created to address the engineering needs of Georgia; to expand access to engineering education; and to do these two things in the context of the University System of Georgia. The program addresses the needs of many students: a desire to attend college close to home; a need to reduce the costs of education; and smaller classes, individual attention, and greater access to faculty members, typically offered by community colleges, to increase the chances of academic success.
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From page 59... ...
Conclusion 5-2 Four-year programs could be more proactive in developing bridge strategies with community college partners and collaborating in outreach to K12 teachers and students. Four-year engineering programs could identify community colleges with large numbers of underrepresented minority students and establish relationships with these schools through faculty exchanges, invitations to students to visit their campus, speakers from their school, scholarships earmarked for transfer students, and other mechanisms that demonstrate their interest in attracting minority students to engineering careers.
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From page 60... ...
Conclusion 5-4 Research could focus on identifying factors that are associated with the successful recruitment and retention of underrepresented minorities and women in science and engineering programs in two-year and four-year institutions and on assessing the success rate of the transfer mission for these students.
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