DOCUMENT RESUME ED 402 192 SE 059 497 TITLE Women, Minorities, and Persons with Disabilities in Science and Engineering: 1996. INSTITUTION National Science Foundation, Arlington, VA. REPORT NO NSF-96-311 PUB DATE Sep 96 NOTE 310p.; Supercedes ED 389 522 (NSF-94-333). AVAILABLE FROMNational Science Foundation, 4201 Wilson Blvd., Arlington, VA 22230. PUB TYPE Statistical Data (110) Reports Research /Technical (143) EDRS PRICE MFO1 /PC13 Plus Postage. DESCRIPTORS *Disabilities; Employment Projections; *Engineering; Enrollment Trends; *Females; Graduate Study; Higher Education; *Minority Groups; Science Careers; *Sciences; Student Attrition ABSTRACT In an increasingly global economy, making full use of all of the United States' human resources is essential to successful international competition, world leadership in science and engineering, and an improved quality of life. However, some groups--women, minorities, and persons with disabilities--are still underrepresented in science and engineering. This report presents data on participation of underrepresented groups in science and engineering and documents factors important to success in those areas in precollege, undergraduate, and graduate education, and employment. The data and analyses presented here can be used to track progress, inform development of policies to increase participation in science and engineering, and evaluate the effectiveness of such policies. Chapter 2 focuses on precollege mathematics and science education including science and mathematics achievement, course taking, attitudes toward science and engineering, and school differences in curricula, resources, activities, and teacher qualifications. Chapter 3 examines undergraduate education as preparation both for careers and for graduate education. It presents data on trends in enrollment and degrees in 2- and 4-year colleges and universities, characteristics of first-year students, and financial support. It also discusses attrition and characteristics of undergraduate environments that are conducive to retention of women, minorities, and students with disabilities. Chapter 4 addresses graduate enrollment, degrees, and financial support. It presents data on trends in enrollment and degrees, primary source of support in graduate school, time to completion of a Ph.D., and post-doctoral fellowships. Chapter 5 examines employment patterns including unemployment, underemployment, full- and part-time employment, and employment by field and sector. It also examines career patterns and attrition out of science and engineering and focuses separately on academic and nonacademic employment. (JRH) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** O WOMEN, MINORITIES, AND PERSONS WITH DISABILITIES IN SCIENCE AND ENGINEERING: 1996 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement DUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Ms document has been reproduced as received from the person or organization 'fulling it 0 Minor changes have been made to improve reproduction publity. Points of view or opinions stated in thisdocu ment do not necessarily represent official OERI position or policy September 1996 NATIONAL SCIENCE FOUNDATION NSF 96-311 BEST COPY AVAILABLE 2 WOMEN, MINORITIES, AND PERSONS WITH DISABILITIES IN SCIENCE ANDENGINEERING: 1996 NATIONAL SCIENCE FOUNDATION September 1996 NSF 96-311 3 FOREWORD In an increasingly global economy, making full use of all of the Nation's human resources is essential to suc- cessful international competition, world leadership in science and engineering, and an improved quality of life in the United States. Different perspectives, talents, and experiences produce better ideas and ultimately better goods and services to meet the needs of increasingly diverse markets in the United States and abroad. We need to involve all of the Nation's human resources in science and engineering to stimulate creativity, innovation, and change; con- tribute to the advancement of science and engineering; and foster a scientifically literate population. We need to encourage all of the Nation's people to participate in science and engineering at each stage of the educational process and in the workforce. Some groupswomen, minorities, and persons with disabilitiestradi- tionally have not fully participated in science and engineering. Progress has been made in the achievement and par- ticipation of some of these groups but not consistently or at the same rate. This report, the eighth in a series of biennial reports to the Congress, the administration, and others who direct public policy, presents data on participation of underrepresented groups in science and engineering. It also docu- ments factors important to success in science and engineering in precollege education, undergraduate and graduate education, and employment. The data and analyses presented here can be used to track progress, inform develop- ment of policies to increase participation in science and engineering, and evaluate the effectiveness of such policies. 44.44.C4.44.. Neal Lane Director ACKNOWLEDGMENTS This report was prepared by the Division of Science Jane Butler Kahle, Miami University Resources Studies (SRS) of the National Science Carolyn W. Meyers, Georgia Institute of Foundation (NSF), under the direction of Kenneth M. Technology Brown, Director of SRS. Cora B. Marrett, Assistant Director for Social, Behavioral, and Economic Sciences, Richard Nichols, ORBIS Associates and Alan R. Tupek, Deputy Director, SRS, provided Anne S. Pruitt, Council of Graduate Schools guidance and review. Preparation of the report was the responsibility of the Education and Human Resources Marilyn Suiter, American Geological Institute Program under the direction of Mary A. Golladay, Teresa A. Sullivan, The University of Texas at Program Director. Austin The report was written by Joan Burrelli, Carolyn Arena, and Carolyn Shettle of SRS, and Deborah Fort, William Yslas Velez, University of Arizona consultant. Joan Burrelli coordinated the preparation of Lydia Villa-Komaroff, Harvard Medical School the report, compiled data, and directed the production of the volume. Several SRS staff members, including Linda Henry N. Williams, University of Maryland Hardy, Susan T. Hill, James Huckenpohler, Jean M. H. David Wohlers, Northeast Missouri State Johnson, Kelly Kang, Mark Regets, John Tsapogas, and University. R. Keith Wilkinson, provided data or helped with data gathering and interpretation. Abiola Davis and Colin Sue Kemnitzer, Executive Secretary of CEOSE, McCormick prepared tables and charts. Administrative also reviewed the report. support was provided by Martha James, David Saia,and Julia Harriston of SRS. Editing of the text was per-Contributors formed by Marilyn Nelson and Melissa Andrews of Blue Pencil Group, Inc. Friday Systems Services edited and The following people provided data, allowed their produced the appendix tables. Friday Systems Servicesresearch results to be presented, or assisted in obtaining staff included Lydia Alexander, Thomas Binaut, Stuart data: M. Nell Bailey, Technology Society of North Bowen, So Young Kim, Megan Kinney, and Sara Pula.America; Jill Bogard, American Council on Education; Patricia Hughes of NSF's Publication Services handledCarol Burger, Journal of Women and Minorities in production and printing arrangements. Science and Engineering; Linda C. Cain, Oak Ridge National Laboratories; Deborah Carter, American Special acknowledgment is due to NSF's CommitteeCouncil on Education; Linda Chase, Bureau of the on Equal Opportunities in Science andEngineeringCensus; Alfrida Cooper, Black Issuesin Higher (CEOSE) who provided comments on the report. TheEducation; Margie Crutchfield, National Clearinghouse 1995 members were for Professions in Special Education; Jean M. Curtin, American Institute for Physics; Gaelyn Davidson, Patti T. Ota, Lehigh University National Research Council; Barbara De Paul, Quantum Jeanette Brown, New Jersey Institute of Research Corporation; Donna M. Dickman, Alexander Technology Graham Bell Association for the Deaf; Catherine J. Didion, Association for Women in Science; Nan Ellen Betty Davidson, Boston Museum of Science East, Alexander Graham Bell Association for the Jacquelynne E. Eccles, University of Michigan Deaf; Henry Etzkowitz, State University of New YorkPurchase; Michael Finn, Oak Ridge Institute for David Glover, Woods Hole Oceanographic Scienceand Engineering;LourdesFlaim,U.S. Institution Department of Census; Karen Foote, National Academy George C. Hill, Meharry Medical College of Sciences; Judy R. Franz, American Physical Society; Howard N. Fullerton, Jr., Bureau of Labor Statistics; William M. Jackson, University of David Givens, American Anthropological Association; CaliforniaDavis W. Vance Grant, National Center for Education 5 IV Acknowledgments Statistics; Rhona Hartman, American Council ofReviewers Education; Cathy Henderson, American Councilon Education,consultant; Michael D.Hoefer,U.S. Reviews of the report were provided by Carolyn Department of Immigration and Naturalization Services; Arena, Lawrence Burton, James Dietz, Rolf Lehming, Susan Holland, Mathematica Policy Research; ShirleyMark Regets, Richard Morrison, Joanne Streeter, and Watt Ireton, National Science Teachers Association;Larry Suter of NSF. Outside reviewers included Ivy Julia Isaacs, Zhongren Jing,