ERIC Number: ED291605
Record Type: RIE
Publication Date: 1988-Jan
Reference Count: N/A
Women and Minorities in Science and Engineering.
Lane, Melissa J.
The importance to the United States of scientific and engineering activities makes it essential that the best talent from every available source be attracted to careers in science and engineering. Women and members of minority groups, however, have had historically low rates of participation in science and engineering. Even though this participation has been increasing, another concern must be the market conditions encountered by women and minorities who have earned science and engineering degrees. This volume is designed to meet the problems of underrepresentation by providing a basis for informed discussion and constructive policy and program development. Chapters include "Executive Summary,""Introduction,""Women in Science and Engineering,""Minorities in Science and Engineering," and "Education and Training." Appendices contain the "Technical Notes" and "Statistical Tables." Discussion deals with employment levels and trends, fields of employment, experience, career patterns, and labor market indicators. The minorities discussed include Blacks, Asians, Native Americans, Hispanics, and the physically disabled. Educational issues that are approached include precollege preparation, undergraduate preparation, earned degrees, graduate education, and post doctoral appointments. (CW)
Descriptors: American Indians, Asian Americans, Bachelors Degrees, Blacks, College Science, Employment Statistics, Engineering Education, Females, Graduate Study, Higher Education, Hispanic Americans, Minority Groups, Physical Disabilities, Science Education, Secondary Education, Secondary School Science, Sex Bias, Social Bias, Undergraduate Study
National Science Foundation, Forms and Publications Unit, 1800 G Street NW, Washington, DC 20550 (free while supply lasts).
Publication Type: Numerical/Quantitative Data; Reports - Descriptive
Education Level: N/A
Audience: Policymakers; Researchers
Authoring Institution: National Science Foundation, Washington, DC. Div. of Science Resources Studies.