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NSF PR 99-36 - May 5, 1999
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S&E Degrees to Women, Minorities on the Rise,
Math Achievement "Gender Gap" Is Gone
The number and proportion of women and minorities enrolled
and earning undergraduate and graduate science and
engineering [S&E] degrees continues to increase, while
the number of white men doing so is decreasing, according
to a National Science Foundation [NSF] report released
today to Congress.
Between 1982 and 1994, the percentages of black, Hispanic
and American Indian students taking many basic and
advanced mathematics courses doubled.
And the 1996 National Assessment of Educational Progress
[NAEP] mathematics assessment results showed that
the "gender gap" in mathematics achievement has, for
the most part, disappeared, says Women, Minorities,
and Persons with Disabilities in Science and Engineering:
1998, a report by NSF’s Division of Science
Resources Studies [SRS].
Despite these gains, women, minorities, and persons
with disabilities remain underrepresented in science
and engineering fields, said the ninth in a series
of Congressionally mandated reports on the status
of women and minorities in science and engineering.
The report for 1996 spurred U.S. Rep. Connie Morella
[R-MD] to sponsor a bill establishing a "Commission
on the Advancement of Women and Minorities in Science,
Engineering, and Technology Development."
The bill became Public Law 105-255, and the Commission
held its first meeting April 14. At that meeting,
NSF Director Rita Colwell said the Commission has
a "vital" role in achieving a collective goal of crafting
"a new strategy and a new direction for human resource
development in science and engineering."
Women, Minorities, and Persons with Disabilities
in Science and Engineering: 1998 documents
both short- and long-term trends in science and engineering
education and employment. It does not endorse or recommend
any policies or programs. Among its findings:
- Asians were 3 percent of the population, and
10 percent of the S&E workforce in 1995. Blacks,
Hispanics and American Indians made up 23 percent
of the population, but only 6 percent of the S&E
workforce.
- Students with disabilities take fewer science
and mathematics courses, have lower grades and
achievement scores, and are more likely to drop
out of school than students without disabilities.
- Women scientists and engineers are more likely
than men to be employed in computer or mathematical
sciences, life sciences and social sciences; and
less likely to be managers if they work in business.
Women Ph.D. scientists and engineers are more
likely to work at elementary and secondary schools
and two year colleges, and less likely than men
to be tenured.
- The percentage of disabled scientists and engineers
out of the workforce is three times those without
disabilities. Working scientists and engineers
with disabilities perform the same type of work
as those without disabilities, and earn virtually
the same salary.
The complete report is available on the NSF website
at: http://www.nsf.gov/sbe/srs/nsf99338/start.htm
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