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Chapter 4.

Undergraduate Education: The Role of 2-Year Institutions

Figures

4-1a Importance of goals to the mission of 2-year institutions: 1993
4-1b Importance of goals to the mission of 2-year institutions: 1993, continued
4-1c Importance of goals to the mission of 2-year institutions: 1993, continued
4-1d Importance of goals to the mission of 2-year institutions: 1993, continued
4-2 Total and full-time enrollment at 2-year institutions: fall 1980-1991
4-3 Full-time enrollment at 2-year institutions, by sex: fall 1980-1991
4-4 Full-time enrollment at 2-year institutions, by race/ethnicity: fall 1980-1991
4-5 Percentage change in full-time enrollment at 2-year colleges, by sex and race/ethnicity: fall 1980-1991
4-6 Associate's degrees earned by underrepresented minorities in science and engineering, by race/ethnicity: 1981-1991
4-7 Associate's degrees earned by all women and underrepresented minority women in science and engineering, by race/ethnicity: 1981-1991
4-8 Percentage of science and engineering doctorate recipients in 1988-1992 who attended a 2-year college, by race/ethnicity

Appendix Tables

4-1 Goals of 2-year colleges involved in science technology and engineering technology, by degree of importance: 1993
4-2 Total and full-time enrollment at 2-year institutions, by sex and race/ethnicity: fall 1980-1991, selected years
4-3 Full-time and first-time first-year enrollment at 2-year institutions, by sex and race/ethnicity: fall 1980-1991, selected years
4-4 Associate's degrees, by race/ethnicity and field: 1981-1991, selected years
4-5 Associate's degrees awarded to men, by race/ethnicity and field: 1981-1991, selected years
4-6 Associate's degrees awarded to women, by race/ethnicity and field: 1981-1991, selected years
4-7 Science and engineering doctorates awarded to U.S. citizens who attended a 2-year college, by field of doctorate: 1988-92
4-8 Full-time first-year students reporting disabilities, by type of disability and type of institution: 1991

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