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Entry and Persistence of Women and Minorities in College Science and EngineeringEducation

机译：大学理工科教育中妇女和少数民族的进入和坚持

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摘要

The gender and race/ethnicity gaps in entrance to and attainment of postsecondaryscience and engineering (S&E) education have long been a concern to educators and policymakers. This concern is increasing because, in the modern technology-oriented world, full use of human resources in S&E is imperative to keep the nation competitive with other countries. Over the years, many efforts in education policymaking and practice have been made to increase underrepresented minority and female participation in S&E areas. Title IX of the Education Amendments of 1972, for example, forbids discrimination on the basis of sex in any education program and institution receiving federal funds. Title VI of the Civil Rights Act of 1964 forbids discrimination on the basis of race, color, and national origin. Both of these statutes are enforced by the U.S. Department of Education's Office for Civil Rights. Federal programs have been developed to help women and minorities attain S&E education at the postsecondary level. The Women's Educational Equity Act of 1974 was the first piece of legislation enacted by Congress that has exclusively as its aim the funding of projects to improve the quality and scope of education of girls and women. One of the goals of the National Science Foundation's (NSF) human resource development programs is to assure equality in S&E education, and NSF has established a number of programs that prioritize education in science, mathematics, engineering, and technology for students including women and minorities (e.g., National Science Foundation 1997, 1996a). Higher education institutions--public and private sectors alike--have been recruiting women and minorities to study in fields traditionally dominated by white men.

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