Conversations about Diversity: Institutional Barriers for Underrepresented Engineering Students
Conversations about Diversity: Institutional Barriers for Underrepresented Engineering Students
复制标题
关于多样性的对话：代表性不足的工科学生的制度障碍
DOI：
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发表时间：
2016
期刊：
影响因子：
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通讯作者：
J. Mejia
中科院分区：
文献类型：
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作者：
Leroy L. Long;J. Mejia
美国正变得越来越多样化。具体来说，人口结构正在发生变化，因为历史上代表性不足的种族和少数民族，包括非洲裔美国人，拉丁美洲人和美洲原住民的增长。与此同时，科学、技术、工程和数学（STEM）领域技术工人数量的下降威胁着美国的全球竞争力和国家安全。低参与度、代表性、参与度和包容性继续降低美国STEM劳动力的智力能力。上述社会变化需要STEM教育和整个国家的多样性。过去的研究为多样性的重要性提供了额外的支持。例如，种族多样性可以改善教育成果，如大学生的复杂思维（Antonio et al.，2004年）。在工程等STEM领域，鼓励来自不同经济，社会或种族和民族背景的本科生之间的接触可以产生更大的感知学习收益（Strayhorn，Long，威廉姆斯，Dorim e-威廉姆斯，& Tillman-Kelly，2014）。尽管多样性对社会和教育有好处，但美国工程和相关STEM领域的主导者是背景为白色、男性、讲英语和中产阶级的人（国家工程院和国家研究理事会，2009年）。代表性不足的人口有限地进入工程和相关的STEM领域有一个历史背景，这一历史早于布朗诉教育委员会等具有里程碑意义的法院判决，该判决试图为所有种族/民族群体提供平等的教育机会。代表性不足的少数群体的教育危机不仅必须通过鼓励和吸引学生参与来解决，而且还必须通过各机构的政策和做法来解决。我们认为，需要开始一场关于多样性的新对话，一场审视政策和行动的对话，这些政策和行动对工程等STEM领域代表性不足的少数民族学生构成了不必要的制度障碍。
The United States is becoming increasingly more diverse. Specifically, demographics are shifting because of growth among historically underrepresented racial and ethnic minorities, including African Americans, Latinos, and Native Americans. At the same time, a declining number of skilled workers in science, technology, engineering, and mathematics (STEM) fields threatens U.S. global competitiveness and national security. Low participation, representation, engagement, and inclusion continue to reduce the intellectual capacity of the U.S. STEM workforce. The aforementioned societal changes require diversity in STEM education and the nation at large. Past research offers additional support for the importance of diversity. For example, racial diversity can improve educational outcomes such as complex thinking among students in college (Antonio et al., 2004). In STEM fields such as engineering, encouraging contact among undergraduate students from different economic, social, or racial and ethnic backgrounds can produce greater perceived learning gains (Strayhorn, Long, Williams, Dorim e-Williams, & Tillman-Kelly, 2014). Despite the societal and educational benefits of diversity, U.S. engineering and related STEM fields are dominated by persons whose background is White, male, English speaking, and middle class (National Academy of Engineering and National Research Council, 2009). Underrepresented populations’ limited access to engineering and related STEM fields has a historical context, a history predating landmark court decisions such as Brown v. Board of Education that sought to provide equal educational opportunities to all racial/ ethnic groups. The educational crisis for underrepresented minorities must be solved not only through encouragement and engagement of students but also through policy and practice in institutions. We believe that a new conversation about diversity needs to begin, a conversation examining policies and actions that pose unnecessary institutional barriers for underrepresented minority students in STEM fields such as engineering.
影响因子：
7.6
作者：
STEELE, CM;ARONSON, J
通讯作者：
ARONSON, J