Chapter: 2 Science & Engineering Indicators 93

Improving Minority Participation in S& E Education

The slow progress in improving the retention and degree completion rates of minorities in science and engineering has been widely noted and discussed (see, for example, Bagayoka 1993). Increasingly, experts are realizing that precollege preparation plays a significant role in future S& E degree selection and completion. For example, to better understand the determinants of success in S& E, a longitudinal study of 25,000 undergraduate students was conducted between 1985 and 1989. The study found that overall academic competence and math achievement upon entering college were most closely linked with students' choice of and persistence in an S& E field (Astin, Astin, and Dey 1992). In other words, if a student has a strong high school preparation, other variables--like the type of academic institution attended, family income, parental occupation, etc.--are less significant in determining whether the student will obtain an S& E bachelors degree.

The impact of this and similar studies has led at least one group attempting to improve minority retention--the National Action Council for Minorities in Engineering--to shift its focus to precollege programs, including Saturday science academies, summer science camps and institutes, research apprenticeships, teacher enhancement, curriculum improvement, and problem-based learning. At the national level, math educators are developing standards for coursework and student accountability to improve academic preparedness at the high school level. At the federal level, the National Science Foundation and the Department of Education--with 80 percent of the funding for math and science education improvement--have signed a memorandum of understanding to coordinate their standards-based educational programs.

Higher education institutions are also establishing programs and improving introductory courses to reduce attrition in science and engineering. Curriculum reforms and innovative teaching methods (e.g., cooperative learning and visualization aids in higher mathematics) that began in a few selective research universities are now spreading to large state schools (Cipra 1993). Beyond providing better teaching and remedial tutoring, higher education institutions have also been asked to enhance financial support, social integration, student-faculty interactions, and essential mentoring of women and ethnic minorities to improve retention in science and engineering (Grant and Ward 1992).

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