THE NATIONAL ACADEMY OF ENGINEERING

Abstract of "Learning From Failed Programs May Help Efforts to Increase"-Don't Stop Thinking About Tomorrow

Author(s): Calvin Sims, Business and Technology reporter for The New York Times

The author reviews the failings of the multitude of programs designed, over the past twenty years, to correct the underrepresentation of minorities in science and technology. He looks at the factors that caused these programs to fail and then gives a brief outline of the improvements that could be made.

History

During the late 1960s and early 1970s, the problem of underrepresentation of minorities in science and engineering began to be recognized. Blacks, Hispanics, and American Indians made up 13% of the American work force, but only 2% of the country's scientists and engineers. Efforts were begun to counteract this trend. Fortune 500 companies appointed minority affairs vice presidents. Universities began aggressive efforts to find minority faculty. Major foundations began setting aside millions of dollars and advertising for proposals for minorities in science. The U.S. government also initiated proactive efforts. But despite these efforts, at present blacks make up 11% of the work force, but only 3% are in science and engineering; Hispanics make up 5% of the work force, but only 2% are scientists and engineers.

Failure

The following are the reasons the author presents for the failure of so many of the programs.

• Programs were run with little oversight, and effectiveness of the programs was not evaluated.
• There was no real commitment from faculty and administrators.
• Program goals were vague or unrealistic.
• Funding for many programs was inconsistent.
• Programs did not go beyond recruitment into support for minority students throughout college.
• Programs targeted college-age or higher instead of going to the root of the problem, in elementary and high school.

The author then explains in detail why these factors led to programs that failed to achieve their goal.

No Follow-Up

Federal agencies awarded grants to universities. However, they did not hold the institutions accountable for these funds. Several institutions put the money where they chose, and this often led to few direct benefits for minority students. The author suggests that this problem could have been averted if efforts had been made to track minority students throughout their university career. Funding organizations acknowledged the importance of tracking but stated that they did not have enough funds to support such a venture.

Lack of Commitment

Many of the programs were run by faculty members who had no real interest in the minority programs; which they saw as something with which they were stuck. The departments also showed this same lack of commitment. They did not want to commit themselves to spending resources, including professors' time, on minority student issues. Efforts were being made to recruit the minority students; however, none were geared toward supporting this new minority population.

Unrealistic Goals

Minority Access to Research Careers (MARC) and Minority Biomedical Research Support (MBRS) are programs which were set up to improve research facilities for training students at black colleges. These programs have fallen short of their goals because much of the money has not been spent appropriately on the students. The author illustrates this by looking at the MARC program, which is designed to cultivate Ph.D. researchers: at least half of the grant recipients were using it as a stepping stone to medical school.

Inadequate Funding

Each year, programs which are recognized as successes have to compete for funding. An example is the TexPREP program at the University of Texas. This is a highly successful math-based enrichment program for middle and high school students. Virtually all participants graduate from high school and 80% from college (more than half majoring in science and engineering). This program has had to compete for funds from a shrinking pool.

Sink or Swim

Many colleges aggressively recruit minority students, many of whom have not taken sufficient high school science and math courses. But the institutions do not always assist in bridging these gaps in their education. Those institutions that do, don't coordinate their programs with the various departments. This results in prep programs that do not adequately prepare the students.

Psyched Out

The author indicates that the problem of instructors and guidance counselors discouraging students from believing that they can succeed in S&E is very real and must be addressed. He concluded that today's climate makes it difficult for changes that will increase minority participation to occur. However, attempts that emphasize accountability and are more goal oriented should still be made.

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