Literaturnachweis - Detailanzeige
| Autor/inn/en | Denes, Ronni; Highsmith, Robert J. |
|---|---|
| Institution | National Action Council for Minorities in Engineering, Inc., New York, NY. |
| Titel | Keeping Score: Comparative Performance of Engineering Institutions in Creating Access, 1997-98. |
| Quelle | 8 (1998) 2, (22 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Quantitative Daten; American Indians; Blacks; Engineering; Engineering Education; Ethnic Groups; Higher Education; Hispanic Americans; Institutes (Training Programs); Minority Groups; Tables (Data); Universities |
| Abstract | This document offers a snapshot of enrollment and graduation statistics of African Americans, Latinos, and American Indians in engineering institutions in the United States. This data provides the baseline for a series that will examine institutional productivity over time and will include analyses of retention and effective university policy in addition to ongoing access. Highlights in this report include the following: (1) minority enrollment in engineering has declined 8.2 percent from its peak of 15,181 in 1992-93 to 13,929 in 1997-98; (2) in the African American community, the enrollment decline has dropped 17 percent during the past 5 years and minority engineering enrollment at historically Black colleges declined 40.2 percent since 1992; (3) 50 percent of all African American, Latino, and American Indian freshmen enrolled at just 39 institutions, 11 percent of the engineering schools; (4) 50 percent of all Bachelor of Science of Engineering degrees came from 10 percent, or 34, of the engineering schools; and (5) at 42 of the nation's engineering institutions, not a single minority student was enrolled in 1997-98, and at 46 institutions, not a single minority engineer graduated in 1996-97. (CCM) |
| Anmerkungen | National Action Council for Minorities in Engineering, Inc., Empire State Bldg., 350 Fifth Avenue, Suite 2212, New York, NY 10118-2299. |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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