Office of Public Affairs, Federation of American Societies for Experimental Biology, Bethesda, MD 20814, USA.
CBE Life Sci Educ. 2013 Fall;12(3):357-63. doi: 10.1187/cbe.12-12-0207.
Blacks, Hispanics, and American Indians/Alaskan Natives are underrepresented in science and engineering fields. A comparison of race-ethnic differences at key transition points was undertaken to better inform education policy. National data on high school graduation, college enrollment, choice of major, college graduation, graduate school enrollment, and doctoral degrees were used to quantify the degree of underrepresentation at each level of education and the rate of transition to the next stage. Disparities are found at every level, and their impact is cumulative. For the most part, differences in graduation rates, rather than differential matriculation rates, make the largest contribution to the underrepresentation. The size, scope, and persistence of the disparities suggest that small-scale, narrowly targeted remediation will be insufficient.
黑种人、西班牙裔和美洲印第安人/阿拉斯加原住民在科学和工程领域的代表性不足。对关键转折点的种族差异进行比较，是为了更好地为教育政策提供信息。利用高中毕业生、大学入学率、专业选择、大学毕业、研究生院入学率和博士学位等全国数据，量化了每个教育阶段代表性不足的程度和向下一阶段过渡的速度。在各个层面都存在差异，其影响是累积的。在大多数情况下，毕业率的差异而不是入学率的差异对代表性不足的影响最大。这些差异的规模、范围和持续性表明，小规模、针对性强的补救措施是不够的。
