A Comparative Study of STEM Graduate Education between the United States and England: Emerging and Continuing Patterns for Select Minority Groups

这个规划项目是朝着发展美国和英国之间的后续多年比较研究的一步，关于新兴和持续的少数民族在研究生科学技术，工程和数学（STEM）及相关领域的模式。 从这一规划过程中产生的潜在比较研究将寻求建立在两个主要的八国集团国家，美利坚合众国和英国的声明和政策的基础上，以培养STEM毕业生，从而推动具有竞争力的全球努力。 2011年底，国家教育统计中心强调了经济合作与发展组织（经合组织）国家的描述性教育数据。具体而言，将美国与几个经合组织国家进行了比较，这些国家的绩效指标各不相同。虽然这些信息是有用的，但统计数据并没有深入研究社会文化，学术和政策动态，这些动态有助于理解造成这种差异的现象。 这一规划过程可能产生的比较研究将考察潜在的变量，重点是STEM研究生和相关项目，特别是在两个主要的八国集团国家，尽管没有法律上的障碍，但一些种族和少数民族尚未充分参与。将被纳入比较研究的人口统计群体包括非洲裔美国人，墨西哥/西班牙裔美国人，非洲英语，加勒比英语和巴基斯坦英语，他们在美国和英国的STEM教育中处于不利地位和/或代表性不足。

This planning project is a step toward developing a subsequent multi-year comparative study between the United States and England regarding emerging and continuing patterns of minorities in graduate Science Technology, Engineering, and Mathematics (STEM) and related fields. The potential comparative study that results from this planning process will seek to build upon pronouncements and policies of two leading G-8 nations, the United States of America and England, to produce STEM graduates in order to move forward with competitive global endeavors. In late 2011, the National Center for Educational Statistics highlighted descriptive educational data among Organization for Economic Cooperation and Development (OECD) countries. Specifically, the United States was compared with several OECD countries where the indicators of achievement varied. While such information is useful, the statistics do not delve into the sociocultural, academic, and policy dynamics that help to comprehend the phenomena contributing to the distinctions. The potential comparative study that results from this planning process will examine the underlying variables, focusing on STEM graduate and related programs, specifically in two leading G-8 countries where some racial and ethnic minorities have not been full participants, despite the absence of de jure impediments. The demographic groups that will be included in the comparative study include African Americans, Mexican/Hispanic Americans, African English, Caribbean English, and Pakistani English, who have been educationally disadvantaged and/or underrepresented in the United States and England in STEM.