ERIC Number: ED463714
Record Type: RIE
Publication Date: 2002-Jan
Reference Count: N/A
Upping the Numbers: Using Research-Based Decision Making To Increase Diversity in the Quantitative Disciplines.
Campbell, Patricia B.; Jolly, Eric; Hoey, Lesli; Perlman, Lesley K.
This report is among the first to gather data on what really works to increase under-represented students interest and success in quantitatively based occupations. The report also compiles specific recommendations based on that data. Data from a variety of sources show that although African American, Hispanic, and American Indian students who go on to college major in the quantitative fields at about the same percentages as Whites, they are much less apt to graduate. Women go into quantitative majors in smaller numbers than men, but once there, they are equally apt to graduate. A strong high school background, especially in mathematics, has been shown to be the key to overall success in college. Of all the precollege subjects, the study of mathematics in secondary school has the strongest continuing influence on bachelors degree completion. Recommendations for increasing diversity in the quantitative fields at the elementary school level center on improving the teaching of mathematics. At the middle school and high school levels, recommendations call for increased resources, more and better advanced courses, and higher quality courses. At the college level, it is suggested that efforts should be focused on increasing the numbers of women in these fields while supporting the institutionalization of programs in the quantitative disciplines and targeting historically black colleges and universities. Supporting undergraduate research programs to promote meaningful research experiences for students of all backgrounds and supporting the development of yield management tools and recruitment strategies for minority high school students are also recommended. (Contains 3 graphs and 38 references.) (SLD)
Publication Type: Information Analyses; Reports - Evaluative
Education Level: N/A
Sponsor: GE Fund, Fairfield, CT.
Authoring Institution: Campbell-Kibler Associates, Groton, MA.; Education Development Center, Inc., Newton, MA.
Note: Supporting research, tables, and charts for this paper can be found on the Education Development Center Web site: http://www.edc.org.