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ERIC Number: ED388514
Record Type: RIE
Publication Date: 1994
Pages: 192
Abstractor: N/A
ISBN: ISBN-0-8018-4857-1
Who Will Do Science? Educating the Next Generation.
Pearson, Willie, Jr., Ed.; Fechter, Alan, Ed.
Fewer U.S. college students are choosing to study math, science, and engineering and half of those who do eventually switch to non-science majors. In this book scholars and policy analysts from a variety of disciplines describe the present demographic situation, analyze the effectiveness of current programs for recruitment and retention, and examine policies that will improve the education of tomorrow's scientists and engineers. Topics discussed include the motives of students as they consider careers; the attitudes and influence of parents, teachers, and peers; the challenges faced by women and minorities; and the need for financial support during the lengthy training required to pursue careers in science. Chapters include: (1) "The Next Generation of Scientists and Engineers: Who's in the Pipeline?" (Betty M. Vetter); (2) "Investing in Human Potential: Policies and Programs in Higher Education" (Marsha Lakes Matyas); (3) "Barriers to Women's Participation in Academic Science and Engineering" (Henry Etzkowtiz, Carol Kemelgor, Michael Nueschatz, and Brian Uzzi); (4) "The Contributions of Historically Black Colleges and Universities to the Production of African American Scientists and Engineers" (William Trent and John Hill); (5) "Bachelor's Degree Chemists, 1970-1990: Past Choices and Future Prospects" (Terrence Russell); (6) "Trends in Science and Engineering Doctorate Production, 1975-1990" (Earl Smith and Joyce Tang); (7) "Future Supply and Demand: Cloudy Crystal Balls" (Alan Fechter); and (8) "Human Resources in Science and Engineering: Policy Implications" (Cheryl Leggon and Shirley Malcom). (JRH)
Johns Hopkins University Press, 2715 North Charles Street, Baltimore, MD 21218-4319.
Publication Type: Books; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A