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ERIC Number: ED448223
Record Type: Non-Journal
Publication Date: 2000-May
Pages: 38
Abstractor: N/A
Reference Count: N/A
Underrepresented Minority Achievement and Course Taking: The Kindergarten-Graduate Continuum.
Tapia, Richard; Lanius, Cynthia
This paper calls for a major reexamination of the educational system as it relates to under-represented minorities in science, mathematics, engineering, and technology. The paper sets forth experiences gained from years of working in both K-12 and higher education with under-represented minorities. The following topics are examined: the importance of persisting with the issue; what is meant by under-represented minorities; diversity within diversity (i.e., Hispanic is a broad category that represents varied ethnic heritages, life experiences, and levels of underrepresentation); judging Texas schools (the Texas Assessment of Academic Skills); maximizing the effects of the SAT; mathematics achievement; course taking trends; whether advanced placement is the high achievement leader; overcoming the preparation hurdle; hitting the minority to majority transition wall; a profile of the challenge (Rice University, Texas); how under-represented minority students fare at Rice University; what to do if schools like Rice and Harvard Universities will not accept a minority student; succeeding in a post-affirmative action environment; promoting graduate study and overcoming three barriers (student recruitment, admissions, and retention); and what can be learned from the women's movement. (Contains 23 references.) (SM)
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas