Mathematical Sciences: Increasing Minority Participation in Mathematics at the Collegiate Level and Beyond

该奖项将支持加州大学伯克利分校在吸引、鼓励和增加少数群体参与数学科学方面的广泛努力。该项目的起源在于该大学的职业发展计划。这项计划始于1974年，目的是丰富以数学为基础的职业，让少数族裔和能够在领导层发挥作用的女性发挥作用。直到1989年，重点是将少数民族学生在大一微积分方面的成就从失败转变为成功。这一努力的成功使相当多的人毕业于工程、科学和数学专业。这一成功也导致了其他机构的类似项目，如伊利诺伊大学和德克萨斯大学。该奖项旨在将PDP的视野提升到引导有前途的少数族裔本科生进入科学职业生涯。在这一点上，很少有人追求高分数学课足够深入到体验演绎的强调，这使这些课程与面向计算的低分数学课如此不同的特点。该奖项资助的项目分为三个部分。首先，是一个为期六周的寄宿研究暑期学校，旨在激励和帮助那些在低级部门工作中表现出色的少数族裔本科生做好准备。这项活动旨在激励他们继续学习，并最终完成数学或与之密切相关领域的博士学位。PDP工作人员将进行一项长期研究计划，旨在更好地了解导致学生注册关键数学课程的因素，了解他们为什么继续学习数学，以及他们为什么进入数学相关领域。最后，将努力增加教师人数，积极致力于提高少数民族学生在各级数学方面的表现和坚持不懈。一个特别的重点将是培养一支研究数学家的干部队伍，他们可以成为暑期学校校友的有效导师和研究生论文顾问。学生将通过在主要专业期刊上刊登广告、个人联系人、直接邮寄给部门负责人以及在全国数学和教育会议上发布公告的方式在全国范围内被选中。暑期班期间举办的研讨会将由活跃的数学家主持，他们因对与少数族裔学生合作有浓厚兴趣而精心挑选。将定期安排特别座谈会。此外，最强大的学生参与者将被带到1991年1月在旧金山举行的美国数学协会/美国数学学会全国会议。

An expansion of an extensive effort at the University of California Berkeley to attract, encourage and increase minority participation in the mathematical sciences will be supported by this award. The genesis of the project lies in the Professional Development Program at the university. This program was begun in 1974 to enrich the mathematics-based professions with minorities and women who could perform at levels of leadership. Focus up to 1989 was on transforming the accomplishments of minority students in freshman calculus from failure to success. The success of the effort has enabled significant numbers to graduate with majors in engineering, science and mathematics. This success has led to similar programs at other institutions such as the Universities of Illinois and Texas. This award is directed toward raising the sights of the PDP to that of directing promising minority undergraduates into science careers. At this point, few pursue upper-division mathematics courses far enough to experience the deductive emphasis which gives these courses such a different character from the computationally-oriented lower-division mathematics courses. The program funded by the award has three parts. First, is a six week residential research summer school designed to inspire and help prepare minority undergraduates who have excelled in lower division work. The activity is designed to motivate them to continue their studies and eventually complete a Ph.D. degree in either mathematics or a closely-related field. A long-range research program will be conducted by the PDP staff aimed at better understanding the factors that lead students to enroll in pivotal mathematics courses, understanding why they continue to study mathematics and why they enter mathematics-related fields. Finally, work will be done to increase the number of faculty actively working on improving minority student performance and persistence in mathematics at all levels. A special focus will be developing a cadre of research mathematicians who can serve as effective mentors and graduate dissertation advisors to alumni of the summer school experiences. Students will be selected nationally through advertisements in major professional journals, personal contacts, direct mailing to department heads and announcements at national mathematics and education conferences. Seminars held during the term of the summer school will be led by active mathematicians carefully selected for their strong interest in working with minority students. Special colloquium talks will be scheduled regularly. In addition, the strongest student participants will be brought to the national meeting of the Mathematical Association of America/American Mathematical Society in San Francisco in January, 1991.