Academic Journal
Quantifying the Pool of Underrepresented Minority Students for Engineering Studies
| العنوان: | Quantifying the Pool of Underrepresented Minority Students for Engineering Studies |
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| المؤلفون: | Beth A. Myers, Angela R. Bielefeldt, Jacquelyn F. Sullivan |
| المصدر: | 2019 CoNECD - The Collaborative Network for Engineering and Computing Diversity , Crystal City, Virginia |
| بيانات النشر: | ASEE Conferences |
| سنة النشر: | 2019 |
| المجموعة: | American Society for Engineering Education (ASEE): Papers on Engineering Education Repository (PEER) |
| مصطلحات موضوعية: | Diversity, Collegiate |
| الوصف: | Keywords: Undergraduate, Race/Ethnicity, Gender, Engineering Abstract: A widely held belief exists among engineering educators and policy-makers that if pre-college student interest in engineering were broadly increased, the population of students pursuing a collegiate engineering education would be more diverse. However, after years of working in engineering admissions, a more probable hypothesis emerged that the pool of engineering-eligible students that come from communities of color is smaller than might be expected. To reach parity in representation with national, college-bound, high school graduates, engineering colleges would need to markedly change admission practices regarding the use of standardized test scores. This investigation uses data from the American Society for Engineering Education College Profiles on typical entry metrics for incoming first-year students at participating engineering colleges compared with standardized test score results broken out by race/ethnicity. The pool of students who are eligible for engineering admission are compared to how many would be needed to reach national racial/ethnic parity. The level of student interest in engineering is also considered. Fostering student interest in engineering to the extent that it leads more, and more diverse, students pursuing engineering as their chosen undergraduate major is key to increasing the number of underrepresented students who enroll in engineering colleges. The larger, and perhaps more problematic issue for the engineering profession is that far too few students meet the stringent academic standards expected by engineering colleges to be able to achieve regional and national race and ethnic parity in engineering education. Meeting parity with regard to race and ethnicity would require a drastic change in admission policy and practice through reduced reliance on standardized test scores. ; Comment: 32 pages |
| نوع الوثيقة: | text |
| وصف الملف: | application/pdf |
| اللغة: | unknown |
| DOI: | 10.18260/1-2--31783 |
| الاتاحة: | http://peer.asee.org/31783 https://doi.org/10.18260/1-2--31783 |
| Rights: | ASEE holds the copyright on this document. It may be read by the public free of charge. Authors may archive their work on personal websites or in institutional repositories with the following citation: © 2019 American Society for Engineering Education. Other scholars may excerpt or quote from these materials with the same citation. When excerpting or quoting from Conference Proceedings, authors should, in addition to noting the ASEE copyright, list all the original authors and their institutions and name the host city of the conference. |
| رقم الانضمام: | edsbas.587A6D9B |
| قاعدة البيانات: | BASE |
| DOI: | 10.18260/1-2--31783 |
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