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Article ID: CBB410126685

Promoting Access to Undergraduate STEM Education: The Legal and Policy Environment (Spring 2013)

Garces, Liliana M. (Author)
Espinosa, Lorelle L. (Author)

The Bridge: Journal of the National Academy of Engineering
Volume: 43
Issue: 1
Pages: 35-42

URI: https://nae.edu/69745/Promoting-Access-to-Undergraduate-STEM-Education-The-Legal-and-Policy-Environment

Publication Date: Spring 2013
Edition Details: Issue Theme: STEM Education, Progress and Prospects
Language: English

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Science, technology, engineering and math (STEM) Science education and teaching Engineering and Society Diversity in the workplace Technology and law Education Public policy 21st century United States

Greater diversity in the science, technology, engineering, and mathematics (STEM) fields not only sets the stage for a robust 21st century workforce but also contributes to educational and research environments that reflect and draw on diverse perspectives for stronger science (NAS/NAE/IOM 2011). But women and America’s fast-growing racial and ethnic populations remain highly underrepresented in these fields. Higher education policies that have historically expanded access and opportunity for underrepresented minorities and women on college campuses have included the consideration of race, ethnicity, and/or gender as an “affirmative” factor in admissions. Such policies, however, are the target of legal and public debate that compels new thinking about complementary strategies to help widen the pipeline of diverse students who will pursue STEM studies and careers. In this article, we provide an overview of the current status of underrepresented minorities (URMs) and women in US STEM higher education and of the shifting legal and policy climates surrounding affirmative action policies at colleges and universities nationwide. We make the point that—given the uncertain future of race-conscious admissions policies, declines in racial and ethnic diversity at postsecondary institutions in states that have banned affirmative action, and the negative long-term consequences of these declines for the nation—institutions must explore alternative strategies for increasing participation and careers in STEM. For many students, access and exposure to college environments and supportive role models and mentors can make a world of difference for expanding access to STEM fields, so we describe promising outreach and partnership strategies at the college and K–12 levels.

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Article Michael J. Feuer (Spring 2013) STEM Education: Progress and Prospects: Editor's Note. The Bridge: Journal of the National Academy of Engineering (pp. 3-6). unapi

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https://data.isiscb.org/isis/citation/CBB410126685/

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