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

这一规划项目是针对美国和英国之间关于研究生科学技术、工程和数学（STEM）及相关领域的新兴和持续的少数民族模式的多年比较研究的一步。从这一规划过程中产生的潜在比较研究将寻求建立在美国和英国这两个主要八国集团国家的声明和政策的基础上，以培养STEM毕业生，以便在全球竞争中前进。2011年底，国家教育统计中心（National Center for Educational Statistics）重点介绍了经济合作与发展组织（OECD）国家的描述性教育数据。具体来说，美国与几个经合组织国家进行了比较，这些国家的成就指标各不相同。虽然这些信息是有用的，但统计数据并没有深入研究有助于理解造成这种差异的现象的社会文化、学术和政策动态。从这一规划过程中产生的潜在比较研究将检查潜在的变量，重点关注STEM毕业生和相关项目，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完全参与。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、非洲裔英国人、加勒比英语人和巴基斯坦英语人，他们在美国和英国的STEM领域一直处于教育劣势和/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.