ERIC Number: ED389522
Record Type: RIE
Publication Date: 1994-Nov
Women, Minorities, and Persons with Disabilities in Science and Engineering: 1994.
National Science Foundation, Arlington, VA.
Continuing progress in science and engineering is essential to meeting the Nation's goals of improved international competitiveness and enhanced economic and social well-being for all citizens. The full utilization of human resources is a vital factor in the realization of this objective. Participation in science and engineering in the United States has not reflected the diversity of the Nation's population. This report documents the different rates at which groups in the population are represented in science and engineering. The traditionally underrepresented groups of racial and ethnic minorities, persons with disabilities, and women, have made progress but in different degrees. It also documents factors important to choice of study and to success in pursuing science and engineering. Chapter titles include: "Representation in Science and Engineering: Issues and Perspectives"; "Elementary/Secondary Mathematics and Science Education"; "Transition to Higher Education"; "Undergraduate Education: The Role of 2-Year Institutions"; "Undergraduate Education: The Role of 4-Year Institutions"; "Graduate Education: Enrollment"; "Graduate Education: Outcomes"; and "Employment Levels and Trends." This volume, the seventh in a series of biennial reports to the Congress, the administration, and others who direct public policy, describes the status of groups traditionally underrepresented in science engineering. Appendices contain technical notes and statistical tables. (MVL)
Descriptors: Disabilities, Disability Discrimination, Engineering Education, Equal Opportunities (Jobs), Females, Higher Education, Minority Groups, Science Education
National Science Foundation, Arlington, VA 22230.
Publication Type: Reference Materials - General
Education Level: N/A
Authoring Institution: National Science Foundation, Arlington, VA.