Cambridge Handbook of Engineering Education Research: Retention and Persistence of Women and Minorities Along the Engineering Pathway in the United States
Cambridge Handbook of Engineering Education Research: Retention and Persistence of Women and Minorities Along the Engineering Pathway in the United States
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剑桥工程教育研究手册：美国工程道路上女性和少数族裔的保留和坚持
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
Theresa A. Maldonado
中科院分区：
文献类型：
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作者：
Gary Lichtenstein;Helen L. Chen;K. Smith;Theresa A. Maldonado
世界各国依靠工程师的贡献来维护国家利益和保持经济竞争力。在美国，政府和行业领导人长期以来一直认为工程师和其他科学、技术、工程和数学(STEM)劳动力对国家经济和安全至关重要。因此，工程教育工作者对工程学位课程和工程劳动力的留学生和坚持不懈问题特别感兴趣也就不足为奇了。自20世纪70年代以来，联邦政策和资金一直特别侧重于吸引和留住科学和工程领域的妇女和少数民族。然而，进展一直停滞不前。在一项综合研究中，美国在工程、制造和建筑领域的女性博士比例在35个国家中排名第30位，在这些领域的女性博士比例增长方面在30个国家中排名第24位(欧盟委员会，2009年，第51页)。1在本章中，我们考察了过去40年来美国联邦政策对工程教育的影响，并特别关注增加STEM劳动力中女性和少数族裔人数的努力的影响。
Countries around the world rely on the contributions of engineers to support national interests and maintain economic competitiveness. In the United States, government and industry leaders have long regarded engineers and other members of the science, technology, engineering, and mathematics (STEM) workforce as vital to the nation’s economy and security. It is hardly surprising, then, that issues surrounding student retention and persistence in engineering degree programs and the engineering workforce are of special interest to engineering educators. Since the 1970s, federal policy and funding have specifically focused on attracting and retaining women and minorities in science and engineering fields. Yet progress has been halting. In one comprehensive study, the United States ranked 30th of 35 countries in the proportion of female Ph.D.s in engineering, manufacturing, and construction, and 24th of 30 with respect to growth in the proportion of female Ph.D.s in these sectors (European Commission, 2009, p. 51).1 In this chapter, we examine the influence of U.S. federal policy on engineering education over the past forty years, with special attention to the impact of efforts to increase the numbers of women and minorities in the STEM workforce.