The problem with the shortage of under represented groups in science and engineering is absolutely crucial, especially considering that U.S. will experience a shortage of 560,000 science and engineering personnel by the year 2010. Most studies by the National Science Foundation also concluded that projected shortages cannot be alleviated without significant increases in the involvement of Blacks, Hispanics, Native Americans, handicapped persons, and women

Peters, David A.

English

NASA Technical Reports Server

N93-23146
4
Workshop 6
Underrepresented Groups
David A. Peters
Program Director, Georgia Institute of Technology
Space Grant Consortium
Georgia Institute of Technology
Atlanta, Georgia 30332
First National Space Grant Conference
Columbia, Maryland
January 16-19, 1990
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Underrepresented Groups
Abstract
The problem with the shortage of underrepresented groups in
science and engineering is absolutely crucial, especially
considering that U.S. will experience a shortage of 560,000
science and engineering personnel by the year 2010. Most
studies by the National Science Foundation also concluded
that projected shortages cannot be alleviated without
significant increases in the involvement of Blacks,
Hispanics, Native Americans, handicapped persons, and women.
Introduction
NASA's policies and procedures for administering training
grants for the National Space Grant College and Fellowship
Program has as objectives: "recruiting and training
professionals, especially women and underrepresented
minorities for careers in aerospace science, technology, and
allied fields; and to promote a strong science, math, and
technology education base from elementary through university
levels.
Effective recruiting and training of any diverse groups of
persons presents serious challenges. Obvious answers to the
shortage of underrepresented groups are traditional programs
such as summer workshops, tutoring, recruitment, retention,
and fellowships. Traditional suggestions of increasing
involvement have not had the high level of effectiveness
needed to alleviate the problem of underrepresentation. In
using more traditional tactics, issues such as race, ethnic
origin, sex, and mental and physical disabilities have not
been dealt with sensitively enough; therefore, success rates
have not had a particularly phenomenal impact.
Non-traditional options; however, are increasingly appealing
as their success rates become more substantial.
Current Programs
Less traditional suggestions includes the AAAS 2061 Project
which was developed in 1985 by the American Association for
the Advancement of Science (AAAS); the National Science
Foundation; the Carnegie Corporation of New York; and
International Business Machines (IBM). The plan is called
Project 2061 because that is when Halley's Comet returns, and
it was created the year of the comet's last appearance.
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The educational reforms of this program are expected to be in
wide use by the year 2061. Plans for the program include
developing new approaches to teaching with a possible end to
teaching traditional subjects and administering standardized
tests. Teaching would focus on leading all students through
all subjects. Students would begin studying substantial
subjects from kindergarten through high school and study them
in depth from different perspectives, instead of the standard
method which is to teach "piece by piece" a little of each
subject. Currently, there are ii school districts in 5
states involved with project 2061. Twenty teachers, 2
university scholars, and 3 school administrators will develop
the curricula.
Other non-traditional approaches include one developed by
Philip Uri Treisman, Director of the Charles A. Dana Center
at UCLA-Berkley. Treisman questions the premise of most
academic support programs for minority students - "Why focus
on students' weaknesses rather than on their strengths?" He
prefers to "focus on helping minority students excel at the
university rather than merely avoid failure," as many
mlnority programs do. Treisman formed a Mathematics Workshop
after examining the study habits of Black and Asian students.
He found that Black students were self-reliant and carried
these habits over to their studying. Asian students studied
in groups; consequently, excelling in their classes. Black
students were organized into study groups and spent 6 hours
per week working on tough problems. Failure rates among
Black students in this program dropped from 60% to 4%.
Another program, the Valued Youth Partnership Per Tutoring
Project in San Antonio, enlists Hispanic High School students
at risk of dropping out, as tutors for Hispanic elementary
students. During the four years since the inception of the
program, absenteeism and disciplinary action referrals
declined and students' self concept improved. Dropout rates
of over 40% declined to an average of 2.5%. In 1989, the
dropout rate fell to 0.
The Education for Minorities Project has made 58
recommendations to benefit minorities and the entire
educations system including:
- Eliminate "tracking" or ability grouping
- Extend the school day and years to minimize summer loss
and maximize exposure to mathematics and science.
- Provide more financial aid grants and fewer loans.
A number of non-traditional programs are being utilized or
introduced, and each of these programs' successes or failures
appear to be based on positive expectations, identifying
needs, and recognizing the diversity of underrepresented
groups. The report Changing America: The New Face of
Science and Technology lists additional exemplary programs
designed to increase the participation of underrepresented
groups.
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Networking
The Space Grant Colleges/Consortia may choose to utilize
non-traditional suggestions, or a combination of both.
Another suggestion would be to locate organizations on
college campuses that have been specifically developed for
increasing the participation of underrepresented groups in
science and engineering. These already established
organizations include the American Indian Science and
Engineering society (AISES); National Consortium for Graduate
Minorities Consortium for Minorities in Engineering (SECME);
society of Hispanic Professional Engineers (SHPE);
Mathematics, Engineering and Science Achievement (MESA);
National Action Council for Minorities in Engineering, Inc.
(NACME); Society of Women Engineers and numerous others.
Handicapped individuals are often ignored as an
underrepresented group. The final report compiled by the
Task Force on Women, Minorities, and the Handicapped in
Science and Technology Chan_in_ America: The New Face of
Science and Engineerin _ states: "unfortunately no one
collects Nationwide statistics on degrees earned by people
with disabilities so we cannot present the same analysis as
for the other groups. We do note that, at 10.5 percent of
the postsecondary education students, people with
disabilities represent a large untapped pool of talent for
science and engineering." Another report The Education of
Students With Disabilities: Where Do We Stand? Was compiled
by the Nati'onal Council on Disability (September 1989) for
the President and Congress of the United States. The latter
report has comprehensive recommendations for educating
disabled individuals.
Obviously the problem of underrepresentation can just be
highlighted in a paper such as this. The problem is being
addressed in detail by: the National Science Foundation;
National Education Association; U.S. Labor Department; and
various other government agencies. Several bills in congress
(including the Hatfield-Glenn bills S-1950 and S-1951) deal
with the problem.
Working Group Discussion
During the workshop session at the First Annual National
Space Grant Consortia Conference held at Johns Hopkins
University this past January, our group discussed some key
issues, but were limited by time constraints and the
magnitude of the issue.
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Several key issues discussed, relating to Space Grant goals
include:
* Space is an interesting and unknown field, and the
appeal to underrepresented groups should be that space
is universal.
* Avoid culturally biased educational materials.
* Utilize role models for underrepresented groups.
* Acknowledge cultural diversity and emphasize cultural
awareness.
* Work with other institutions including Historically
Black Colleges and Universities.
* Expose younger children to math and science activities.
Conclusion
Exposure to mathematics and science and high expectations
from underrepresented groups are what the Space Grant
Colleges/Consortia must aim for. Success will depend upon
these expectations and the environment created. The Space
Grant Colleges/Consortia must be creative, innovative, and
use whatever resources are available for the greatest impact
on underrepresented groups.
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