Background
Despite the country's general shortage of science, mathematics and 
engineering (SME) professionals (Holden, 1994), undergraduate education 
in these fields continues to be more of a "weeding-out" than a cultivation 
process (Miller, 1993). It may therefore come as little surprise that 
these fields are predicted to remain dominated by one gender (males) and 
one race (White) (Grandy, 1997).  While the likelihood of students of 
color entering science, mathematics or engineering fields is slim, for the 
small number of undergraduate minority students who manage to major in SME 
the likelihood of remaining in the field and enrolling in subsequent 
graduate level education is even more improbable.  Yet despite our 
knowledge that a shortage of people of color exists in SME fields, we 
know little of why talented minority students tend to shun SME and why 
those who do enter these fields at the undergraduate level "derail" from 
the track prior to the graduate level and entrance to related careers.

Data from the National Assessment of Educational Progress (NAEP) sheds 
some light on the phenomenon.  While African American and Hispanic 
students in the 4th through the 12th grades report the same levels of 
enjoyment of mathematics as their White counterparts (National Center 
for Educational Statistics, 1991); on average their mathematics scores 
are lower (NAEP, 1996).  Lower mathematics test scores combined with 
sparse numbers of minority students completing a course in calculus have 
been identified as one of the explanations for the shortage of SME 
students among underrepresented groups (Alexander, Burda, & Illar, 1997). 
 
Although we fail to truly understand the "whys", the evidence of the 
shortage emerges with crystal clarity.  The National Science Board 
reported that between 1977 and 1993 only 6% of the bachelor's degrees 
and 2% of Ph.D.'s in science and engineering were awarded to African 
Americans (Foundation, 1996).  In 1988 less than 2% of the enrollment 
in undergraduate science and engineering courses were Hispanic (Levy, 
1992).  In 1994, only 52 African Americans earned the Ph.D. degree in 
the physical sciences (Simmons & Thurgood, 1995).  Further evidence of 
the shortage of degreed minorities in SME is provided by membership in 
the professional societies.  The American Chemical Society reported 
that less than 2% of their membership was African American and the 
Institute for Electrical and Electronic Engineers reported their 
African American membership at only 1% (Institute of Electrical and 
Electronic Engineers; Smith, 1991). 
 
The aforementioned underrepresentation of people of color is problematic. 
SME careers typically provide relatively high levels of prestige and 
salary and should be an available option for all (regardless of color, 
race, or gender).  Further, whenever there are barriers for a set of 
individuals in any important field, the country is robbed of important 
future contributions and discoveries of talented individuals that may 
assist us to maintain a competitive technological edge.  Finally, 
underrepresentation begets continued underrepresentation.  The low number 
of Ph.D.'s among minority individuals in the SME fields produces minute 
representation among the professoriate thus creating a serious lack of 
role models and mentors.  The cycle of very low numbers of minority 
people in SME fields therefore serves as a guarantee that careers in SME 
will continue to appear foreign and inappropriate to students of color.  

Problem Statement
As demonstrated, the word "underrepresented" is apt when describing the 
extent of participation of people of color in SME fields.  This problem 
and the need to nurture students into SME fields has not gone unrecognized.
There are numerous secondary level programs supported by state, local, or 
federal governments, industries, or foundations that assist high school 
students to enter college and subsequently enroll in SME disciplines.  
A recent project by the Center for Higher Education Policy Analysis at 
the University of Southern California recently identified 62 campus based, 
5 federally or state based, and 11 independent or foundation based college 
preparation programs operating in the state of California.  At least seven 
of the programs are fully dedicated to SME categories. 

Although they exist, programs that assist students AFTER they successfully 
enter college (i.e., graduate preparation programs) are very sparse.  It 
appears that most efforts assume that once a student has successfully 
navigated high school and has declared an undergraduate SME major, the 
job is complete.  Sadly, although college preparation programs have been 
successful in encouraging students to enroll in college, the slim number 
of people of color among SME disciplines clearly demonstrates that the 
need to carry support further.  

An example of a prominent and highly successful program that recognizes 
the need to bring minority students into SME fields is MESA (Mathematics, 
Engineering, Science Achievement).  MESA is an 27-year-old program that 
operates throughout California serving and supporting educationally 
disadvantaged students of color through elementary, junior, and senior 
high schools.  Note that the MESA program stops short of assisting students 
through graduate education and into their chosen careers.  However, 
MESA's sister program, MEP (MESA Engineering Program) does support students 
in colleges and universities.  The high numbers of MEP students who have 
earned a bachelor's degree in engineering clearly demonstrate the success 
of the program.  However, even this program stops short of assisting 
students through graduate level work and subsequent career success.  

Although there are a limited number of programs supported by government 
agencies, colleges, foundations, and/or industries that continue nurturing 
students through graduate level SME programs, to date there is no resource 
guide and directory for graduate preparation programs similar to the one 
prepared at USC for undergraduate programs.  Our knowledge of these 
programs, therefore, is piecemeal and fragmented and basically includes 
only the knowledge that some programs support students in the form of 
financial aid while others may provide tutoring or other programmatic 
assistance.  Despite the purpose and direction that these programs are 
taking we know almost nothing of their successes or levels of effectiveness.  
There is a lack of a series of systematic inquiries and studies that will 
help to identify the factors that contribute to talented minority students 
remaining "on the SME track" through graduate school and into appropriate 
careers.  For example, what patterns of graduate school course taking and 
faculty support leads to successful completion of independent research 
and dissertation completion?
 
What is the role and importance of family influences, undergraduate 
experiences, personal levels of skills and abilities, aspirations, level 
of determination, commitment to the discipline, and career expectations?  
Perhaps of even more immediate concern is do support programs at the 
graduate level work?  Or should efforts continue to be concentrated on 
younger students?  

There is a desperate need to find out what works, what should be 
continued, what should be discontinued, and what should be established.  
Specifically, I believe the following must be accomplished:

	1. Catalogue and critique currently existing graduate level 
	   programs that specifically target the SME disciplines
	2. Successfully define and identify effective programs
	3. Determine the characteristics and/or factors that contribute 
	   to a successful program.  
	4. Inform graduate preparation programs and undergraduate 
	   institutions of the results of our analyses so that they may 
	   institute appropriate policies to increase the number of SME 
	   graduates among people of color.  

This essay is a call to researchers to dig a bit deeper to study WHY the 
programs to nurture SME students through graduate school are not apparently 
working.  How should existing programs be modified so as to change the 
future of SME professions?  And finally, what programs need to be 
instituted?  Certainly these students deserve to be studied!
	
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