engaging higher education for diverse leadership: conversations & collaborations national...
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ENGAGING HIGHER EDUCATION FOR DIVERSE LEADERSHIP:Conversations & Collaborations
National Challenges, Local OpportunitiesDaryl E. Chubin & James H. Stith
AAAS Center for Advancing Science & Engineering Capacity
Research Triangle Park, NC November 30, 2005
NC Conversations & Collaborations
Educating the U.S. S&E Workforce:Challenges & Opportunities Post 9/11
Challenges:
Declining interest/Competition for talent
Lack of student & faculty diversity—unlike general population
Demand for new workplace skills
Opportunities:
Campus- & company-wide strategies
Expanded outreach & recruitment
Improved retention to degree & on-the-job
NC Conversations & Collaborations
The U.S. Mantra from a Spate of Reports
The world is flat. U.S. leadership in innovation is at risk. We are losing ground, as measured by R&D investments, national comparisons on pre-college exams, K-12 teachers teaching out of field, etc.
We are in a “quiet crisis”—an “underrepresented majority” of women and persons of color increasingly characterizes the US population—but not S&E.
Trends in STEM interest, enrollment, retention and graduation at all degree levels signal continued underrepresentation of women and persons of color.
Despite faculty retirements, globalization, and projected demand for those with technical skills, higher education is seen more as a private benefit and less as a public good.
Sources: BEST, Council on Competitiveness, National Academies
NC Conversations & Collaborations
Trends: U.S. and the World in S&E
In 2004, 572K students (undergrad & grad) enrolled in U.S. universities—two-thirds of the world’s international students are in the U.S.
India (80K), China (62), Korea, Japan, Canada, Taiwan, Mexico, & Turkey sent most to U.S.
Australia has overtaken the US and Britain as the destination of choice among fee-paying foreign students.
By field, business was most popular (109K) with foreign students, followed by engineering (95K), math/computer science (68K).
China is producing 5 engineers for every one the US graduates; the U.S. flunks out half of those who enroll.
NC Conversations & Collaborations
Dilemma: Fix the Students, Pathways, or College?
Students:
o Demographic composition
o Pre-college academic preparation
Pathways:
o Intervention programs—add-on to formal education
o Access to higher education—cost reduces diversity
College Environment:
o Cultural competence of faculty
o Structural support—climate, career information, mentoring
NC Conversations & Collaborations
Minority = Black/African American, Hispanic, and American Indian
Source: Joan Burrelli, NSF, based on 1999 Common Core of Data, U.S. Department of Education, National Center for Education Statistics (NCES); NCES, 1998 IPEDS Fall Enrollment Survey; UCLA Higher Education Research Institute,1998 American Freshman Survey (estimate); and NCES, 1998 IPEDS Completions Survey
NC Conversations & Collaborations
Evidence of Underparticipation—Disaggregated
Percentage Percentage PercentageSex, Race/Ethnicity
and DisabilitiesU.S. Population Total Workforce S&E Workforce
1999 1999 1999
White men 35.2 39.9 63.2White women 36.7 34.8 18.6Asian men 1.8 2.0 8.4Asian women 2 1.8 2.6Black men 5.7 4.9 2.1Black women 6.4 5.9 1.3Hispanic men 5.8 5.9 2.4Hispanic women 5.7 4.2 1.0American Indian men 0.4 N.A. 0.2American Indian women 0.4 N.A. 0.1Persons with Disabilities ~20 N.A. N.A.
Source: CPST, data derived from National Science Foundation, SESTAT and U.S. Census Bureau, Current Population Survey, March 1999, and NSB, 2002.Note: Totals may not add to 100 due to rounding.
NC Conversations & Collaborations
STEM Workforce as a Percentage of the Total Workforce in the U.S., 2003
(Total Workforce =137,736,000)
Service Occupations,
16.0%
Sales, 11.6%
Other Prof, 3.6%
Legal, 1.1%
Education, Training &
Library, 5.6%
Healthcare Practitioners,
4.8%
Manufacturing, Laborers,
Transport & Agriculture
23.4%
Office & Admin. Support, 14.2%
STEM, 5.2%
Mgmt., Business & Finance, 14.4%
Source: CPST, data derived from U.S. Bureau of Labor Statistics, Current Population Survey
NC Conversations & Collaborations
• Interest in S&E majors, as reflected in The American Freshman—2004 survey, shows a continuing imbalance in sex ratios—9:1 male in computer science, 6:1 in engineering, and 1.5:1 in physical sciences. Women’s interest outpaces men only in the biological sciences (www.gseis.ucla.edu/heri/heri.html).
• Five out of six engineering students and nine out of 10 engineering professors are male (www.smith.edu).
• In academic settings across fields, “women earn less, hold lower-ranking positions, and are less likely to have tenure” (www.aauw.org).
Source: CPST Comments, March 2005
Select Indicators of Persistent Gender Differences in S&E
NC Conversations & Collaborations
Percentage of Bachelor’s Degrees Awarded in STEM and Other Fields, 1980-2002
0
10
20
3040
50
60
70
80
All STEM Fields All Other Fields Natural Sci & Eng
NC Conversations & Collaborations
Graduate Enrollment in Science and Engineering, 1993-2002
0
50,000
100,000
150,000
200,000
250,000
300,000
1993 1994 1995 1996 1997 1998 1999 2000 2001 2002
Men
Women
White, non-Hispanic
Non-Citizens
Underrepresented Minorities
Asians
Source: CPST, data derived from National Science Foundation
NC Conversations & Collaborations
Graduate Enrollment in Selected Fields by Race/Ethnicity
69
.8
64
.2
82
.9 69
.0
82
.0
79
.4
81
.3
73
.6
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
1994
2004
1994
2004
1994
2004
1994
2003
African American Hispanic Native American Asian White
Source: CPST, data derived from AAMC, ABA, CGS and NSF
Medicine Business Law S&E
NC Conversations & Collaborations
Graduate Enrollment in Selected Fields by Sex
0
30,000
60,000
90,000
120,000
150,000
180,000
210,000
1994
2004
1994
2004
1994
2004
1994
2003
WomenMen
Medicine Law Business S&E
Source: CPST, data derived from AAMC, ABA, CGS, and NSF
NC Conversations & Collaborations
PhDs Awarded in S&E by Race/Ethnicity, 1975-2002 (U.S. Citizens & Permanent Residents Only)
0
500
1000
1500
2000
2500
3000
3500
4000
1976 1978 1980 1982 1984 1986 1988 1990 1992 1994 1996 1998 2000 2002
Blacks Total
Hispanics Total
Asians Total
Nat. Amer. Total
Source: CPST, data derived from National Science
NC Conversations & Collaborations
A Decade of Degrees in Selected Fields by Race/Ethnicity
72
.5
65
.5
84
.2
75
.9
84
.6
79
.1
77
.2
79
.8
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
1994
2004
1994
2002
1994
2004
1994
2003
African American Hispanic Native American Asian White
Source: CPST, data derived from AAMC, ABA, NCES and NSF
Medicine Business Law S&E
NC Conversations & Collaborations
Employment Sector of PhD Scientists and Engineers by Race/Ethnicity,
2001
0
10
20
30
40
50
60
Business 4-yearCollege/univ.
Other Educ. Government Other
Per
cen
t
White
Black
Hispanic
Asian
Source: CPST, data derived from National Science Foundation, SESTAT
NC Conversations & Collaborations
A Decade of Degrees in Selected Fields by Sex (Includes U.S. citizens and Perment Residents Only)
0
20,000
40,000
60,000
80,000
100,000
1994
2004
1994
2002
1994
2002
1994
2003
WomenMen
Medicine Law Business S&E PhDs
Source: CPST, data derived from AAMC, ABA, NSF and NCES
NC Conversations & Collaborations
Percentage of U.S. PhDs Holding Tenured or Tenure-Track Positions by Field
0
10
20
30
40
50
60
70
80
90
1981 1985 1989 1991 1993 1995 1997 1999 2001
Perc
ent
Social/Behavioral Sciences
Physical Sciences
Biomedical Sciences
Source: CPST, data derived from NSF, Survey of Doctorate Recipients
NC Conversations & Collaborations
STEM Metaphors and Imagery: Whatever Works for You . . .
The Leaky Pipeline
The National Imperative
The Quiet Crisis
The Perfect Storm
Gateways to Opportunity
A Bridge for All
NC Conversations & Collaborations
2003: June Supreme Court rulings on Michigan
2004: Jan AAAS-NACME Conference on Impact of rulings on higher education
Aug AAAS Capacity Center established
Oct Standing Our Ground issued
2005: Feb Sloan Foundation grant to Capacity Center to disseminate Standing
Our Ground & advise/assist institutions
l
Timeline—Recent Events Affecting Context for AAAS Efforts in S&E Participation
NC Conversations & Collaborations
Post-Michigan
Admissions policies and holistic review
Everything else: financial aid, outreach, targeted recruitment, faculty?
Challenges by anti-affirmative action groups
Failure of Administration to provide guidance except “race-neutral alternatives”
NC Conversations & Collaborations
Assets in Making U.S. S&E More Inclusive
•Legal Primer: Remove barriers•Design Principles: Affirm opportunities•Conference Report: Document trends•AAAS Capacity Center (2004): Embodies resources in Standing Our Ground (legal, cultural, research) for changing policies, programs, and practices re student success and faculty progress
www.aaas.org/standingourground
NC Conversations & Collaborations
BEST: Building Engineering & Science Talent
source: A Bridge for All, www.bestworkforce.org, 2004
NC Conversations & Collaborations
Lessons from Research/Evaluation in U.S.
Start early with rigorous math/science courses for all: Middle school (age 11-14) at the latest
Provide career information/role models/mentors: Connect educational requirements with range of opportunities/choices
Focus on transitions: Stem losses at key decision points
Increase flexibility: Make the system more “forgiving” to recapture students who change career plans
Target underrepresented groups: Intervene through outreach and programs, e.g., summer “bridge” and undergraduate research experiences, to identify talented students & track progress
NC Conversations & Collaborations
• Competition for talent: S&T v. business, law, medicine
• Slowing the “pipeline”: Pre-college to workforce barriers (law, culture, practice) both nationally and on campus
• Preparing, recruiting, and graduating more homegrown talent (esp. women, minorities, & persons w/ disabilities)
• Impact of foreign nationals on postgraduate aspirations of U.S. citizens
• Defense needs and constraints: Demand for U.S. citizens is immediate
• Re-shaping career paths: Degree options (AA, MS, PSM, PhD) and the postdoctoral appointment
Some Issues for Breakout Discussion
NC Conversations & Collaborations
Needed/Wanted: Leadership
Dialogue
Staying Power
Resources
Mainstreaming
Advocacy
NC Conversations & Collaborations
Contact
Dr. Daryl E. Chubin
Dr. James H. Stith
www.aaas.org/standingourground
www.aaascapacity.org