New Orleans, Louisiana
June 26, 2016
June 26, 2016
August 28, 2016
Minorities in Engineering
North Carolina’s job growth in STEM ranks in the top third nationally with Charlotte and Raleigh consistently ranking in the top 100 for STEM careers. The state’s universities are among the leading producers of STEM graduates in the southeastern United States. With the success North Carolina has in producing STEM jobs and workers, minorities are not well represented. Considering the universities’ overall production of STEM graduates, an analysis of the effectiveness North Carolina’s K-12 education prepares underrepresented minorities is required. Proficiency in math is a basic requirement in STEM. However, underrepresented minorities historically score lower than White students on standardized math exams, a common metrics used to determine math aptitude. With underrepresented minorities having higher percentages of impoverished people under 18, using regression analysis, we will demonstrate a direct correlation between economic conditions and low math aptitudes, which leads to low representation in STEM fields. Implementing cultural relational teaching methods into standard curriculum, may lead to increased interest and self-efficacy in math and science for underrepresented minority students of North Carolina. Understanding these variables and the effects will lead to better prepared incoming collegiate freshmen interested in STEM, leading to increased ethnic representation in the workforce.
Agrawal, R. K., & Stevenson, M. L., & Gloster, C. (2016, June), Understanding the Reasons for Low Representation of Ethnic Minority Students in STEM Fields Paper presented at 2016 ASEE Annual Conference & Exposition, New Orleans, Louisiana. 10.18260/p.27105
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