Two Decades of Progress for Minorities in Aviation

Diversity within the science, technology, engineering, and mathematics (STEM) fields has historically lagged behind that which is found in other vocational paths. Aviation has also suffered poor diversity with virtually no participation among professional pilots. With both the literature specifying the benefits of diversity in the aviation workplace and potential shortages of pilots looming, it is in the interest of aerospace stakeholders to have access to the most comprehensively diverse employee pool possible. The purpose of this research was to evaluate the trends in participation by minorities who completed professional pilot education programs in the United States. Data concerning the number of students who completed degrees at the associate’s, bachelor’s, and master’s levels were collected via the Integrated Postsecondary Education Data System (IPEDS). Participation rates were compared to those found within the aviation industry. In general, the participation rates by non-White minorities in collegiate aviation (27.3%) exceeds that reported in the professional pilot vocation (18.4%). Detailed trends over the past 10 years were evaluated. Between 2004 and 2014, minority (including women) participation increased from 17.1% to 22.2%, which was deemed to be statistically significant (z = 3.7, p \u3c 0.001). The greatest gains were exhibited among Hispanics (p \u3c 0.001), specifically Hispanic men (p \u3c 0.001), with marginal gains by Asians (p = 0.06). Decreases were noted in Native American participation (p = 0.03) as well as among women, albeit not significantly (p = 0.31). When extending the analysis back another seven years, minority (including women) participation showed significant change from 1997 (16.5%) to 2014 (22.2%), z = 3.7, p \u3c 0.001. Minority participation in professional pilot education has shown steady gains over the past two decades; however, it appears that this trend is leveling, especially among women. Further study is recommended with particular interest in promotion and recruitment of a diverse aviation student population

Aligning Best Practices in Student Success and Career Preparedness: An Exploratory Study to Establish Pathways to STEM Careers for Undergraduate Minority Students

Undergraduate minority retention and graduation rates in STEM disciplines is a nationally recognized challenge for workforce growth and diversification. The Benjamin Banneker Scholars Program (BBSP) was a five-year undergraduate study developed to increase minority student retention and graduation rates at an HBCU. The program structure utilized a family model as a vehicle to orient students to the demands of college. Program activities integrated best K-12 practices and workforce skillsets to increase academic preparedness and career readiness. Findings revealed that a familial atmosphere improved academic performance, increased undergraduate research, and generated positive perceptions of faculty mentoring. Retention rates among BBSP participants averaged 88% compared to 39% among non-participant STEM peers. The BBSP graduation rate averaged 93% compared to 20% for non-participants. BBSP participants were more likely to gain employment in a STEM field or enter into a professional study. This paper furthers the body of research on STEM workforce diversity and presents a transferrable model for other institutions

ATE Impacts 2018-2019

The ATE Impacts book, published every two years by Internet Scout Research, showcases all of the National Science Foundation's (NSF) Advanced Technological Education (ATE) Centers and selected nominated projects. The NSF ATE program focuses on the education of highly-qualified science and engineering technicians for advanced technology fields. Through the program's grant process, the NSF promotes the improvement of STEM education of science and engineering technicians at the undergraduate and secondary school levels, and in the workforce. The 2018-2019 ATE Impacts book marks the 25th anniversary of the NSF ATE program and offers an in-depth overview of the work done by the ATE community. This book includes a timeline of important achievements and events, a foreword by the program director, additional ATE program history, and information about ATE program Centers and a number of projects.Â

The STEM Workforce Challenge: The Role of the Public Workforce System in a National Solution for a Competitive Science, Technology, Engineering, and Mathematics (STEM) Workforce

[Excerpt] Science, Technology, Engineering, and Mathematics (STEM) fields have become increasingly central to U.S. economic competitiveness and growth. Long-term strategies to maintain and increase living standards and promote opportunity will require coordinated efforts among public, private, and not-for-profit entities to promote innovation and to prepare an adequate supply of qualified workers for employment in STEM fields. American pre-eminence in STEM will not be secured or extended without concerted effort and investment. Trends in K-12 and higher education science and math preparation, coupled with demographic and labor supply trends, point to a serious challenge: our nation needs to increase the supply and quality of “knowledge workers” whose specialized skills enable them to work productively within the STEM industries and occupations. It will not be sufficient to target baccalaureate and advanced degree holders in STEM fields. Our nation’s economic future depends upon improving the pipeline into the STEM fields for sub-baccalaureate students as well as BA and advanced degree holders, for youth moving toward employment and adults already in the workforce, for those already employed in STEM fields and those who would like to change careers to secure better employment and earnings. The seriousness of this challenge has penetrated public and opinion-makers’ consciousness—and government, industry, and education and training providers have begun to respond. NIH, NSF, and the Department of Education have been leading the federal effort. Industry associations, individual firms, foundations, and other organizations have identified and tried to fill gaps. State governments, too, are working to strengthen the STEM workforce pipeline. Much remains to be done, though, within government and across diverse sectors, to ensure that U.S. education, workforce, and economic systems rise to the STEM challenge. The U.S. Department of Labor is already an important partner in federal efforts to strengthen the science, technology, engineering and math (STEM) pipeline. The U.S. Department of Labor invests about $14 billion a year in the nation’s workforce system and in increasing the skills and education of our current workforce. In addition, the Department of Labor has begun investing regionally in ways that overcome typical fragmentation in planning and action among industry, government, non-governmental organizations, and education and training institutions. The Department of Labor has the potential to play an even more important role in addressing gaps in the nation’s approach to strengthening the STEM pipeline in three areas: 1) building the gateway to STEM careers; 2) enhancing the capacity of talent development institutions to produce more and better skilled STEM workers; and 3) catalyzing and supporting innovation, entrepreneurship, and economic growth. The leadership of the Employment and Training Administration is committed to—and stands ready to— contribute and collaborate to develop an overall national strategy around the STEM workforce pipeline and to improve coordination across federal agencies

Gateway Scholarships in Biological Sciences: Year 4 Annual Report

This report summarizes grant activities, progress toward goals, and broader impacts of the Gateway Scholars Program in the Boise State Department of Biological Sciences during the 2020-21 academic year