Statistics about blacks, Hispanics, and Native Americans preparing for careers in science, technology, engineering, and mathematics (STEM) paint a troubling picture. Members of these groups make up 29 percent of the national population, and they are among the fastest-growing groups in the country. Yet they represent only 9 percent of the nation’s college-educated science and engineering workforce.
As I go around the country, colleagues in higher education often tell me they know that few students from underrepresented minority groups are succeeding in these fields. They want to know what they can do to move beyond talking about these issues to substantive actions that will lead to results. The National Academies recently issued a report that focused on this problem. It lays out a number of recommendations in areas ranging from undergraduate retention to teacher preparation. It delineates specific roles for different types of two- and four-year institutions, including minority-serving institutions, predominantly white universities, and community colleges, and it addresses challenges at every level, pre-K-20, as well as the roles of federal and state governments and local institutions.
To read the full, original article click on this link: Views: A Time of Urgency - Inside Higher Ed
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