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STEM Equity Pipeline What and Why? Mimi Lufkin Chief Executive Officer National Alliance for Partnerships in Equity Education Foundation Susan Metz Senior Advisor Stevens Institute of Technology Center for Innovation in Engineering and Science Education STEM Equity Pipeline • Project of the National Alliance for Partnerships in Equity Education Foundation • Funded by the National Science Foundation • Human Resources Directorate, Gender in Science and Engineering Program, Extension Services Grant Goals • Build the capacity of the formal education community • Institutionalize the implemented strategies by connecting the outcomes to existing accountability systems • Broaden the commitment to gender equity in STEM education The Status of Women and Minorities in Engineering and Science Presented by: Susan Staffin Metz Center for Innovation in Engineering & Science Education Stevens Institute of Technology Why Do We Need to Encourage Students to Study Science & Engineering? • In the last 50 years, more than half of America’s sustained economic growth was fueled by engineers, scientists and advanced-degree technologists, a mere 5% of America’s 132 million-person workforce. (1) • Twenty-five percent of our scientists and engineers will reach retirement age by 2010. (1) • By the year 2050, 85% of the entrants into the workforce will be people of color and women. (2) In 2003, women were 26.1% of all STEM occupations. In 2004, African Americans and Hispanics were 6.2% and 5.3% of all STEM occupations respectively. (3) • The National Bureau of Labor Statistics projects that our greatest needs will be in computer-related fields that propel innovation across the economy. (1) Female bachelors degree recipients dropped from 37% in 1985 to 27% in 2003. (2) Source: See Notes Page Why Do We Care if Women and Minorities Become Engineers and Scientists? • As a consequence of a lack of diversity we pay an opportunity cost, a cost in designs not thought of, in solutions not produced. Source: Dr. Bill Wulf, Past President, National Academy of Engineering • If we do not engage women and minorities in the engineering enterprise, we are ignoring more than 50% of America’s intellectual talent. Source: Bostonworks.com What Science Courses Are U.S. High School Students Taking? 2000 Native American Asian/Pacific Islander Hispanic Black, non-Hispanic White, non-Hispanic Female Male 0.0 Biology 20.0 40.0 Chemistry 60.0 80.0 Physics Source: CPST, data derived from National Center for Education Statistics 100.0 What Mathematics Courses Are U.S. High School Students Taking? 2000 Native American Asian/Pacific Islander Hispanic Black, non-Hispanic White, non-Hispanic Female Male 0.0 Algebra II 20.0 40.0 60.0 Analysis/pre-calculus 80.0 100.0 Calculus Source: CPST, data derived from National Center for Education Statistics Trends in NAEP Math Scores by Sex and Race/Ethnicity, Age 17, 1973-2004 320 310 300 290 280 White All Boys Total All Girls Hispanic African American 270 260 250 240 1973 1978 1982 1986 1990 1992 1994 1996 Source: CPST, data derived from National Center for Education Statistics 1999 2004 College Enrollment Rates by Gender 80.0 70.0 60.0 50.0 40.0 30.0 Male 20.0 Female 10.0 2003 2000 1997 1994 1991 1988 1985 1982 1979 1976 1973 1970 1967 1964 1961 0.0 Source: CPST, data derived from National Center for Education Statistics © 2006 WEPAN, www.wepan.org, prepared by CPST, www.cpst.org Developed by WEPAN for member use only. Males Far More Likely to Plan to Major in Technical Fields Than Are Females Males Females 30.0 30.0 25.0 25.0 Computer Science 20.0 20.0 Physical Sciences 15.0 15.0 Engineering 10.0 10.0 5.0 5.0 0.0 0.0 1990 1992 1994 1996 1998 2000 2002 2004 1990 1992 1994 1996 1998 2000 2002 2004 Source: CPST, data derived from Higher Education Research Institute © 2006 WEPAN, www.wepan.org, prepared by CPST, www.cpst.org Developed by WEPAN for member use only. Women in Engineering at the 2-Year Level: Degrees Granted 3,000 Total Male 2,500 Total Female 2,000 1,500 1,000 500 0 1990 1991 1992 1993 1994 1995 1996 1997 1998 2000 2001 2002 2003 Source: CPST, data derived from National Center for Education Statistics © 2006 WEPAN, www.wepan.org Prepared by CPST, www.cpst.org Minorities in Engineering at the 2-Year Level: Degrees Other Granted 3,000 White Hispanic 2,500 Black Asian 2,000 American Indian 1,500 1,000 500 0 1990 1991 1992 1993 1994 1995 1996 1997 1998 2000 2001 2002 2003 Source: CPST, data derived from National Center for Education Statistics © 2006 WEPAN, www.wepan.org Prepared by CPST, www.cpst.org Engineering Technology Degrees Granted 2005 16.00% 14.00% 12.00% Women African Am Hispanic 10.00% 8.00% 6.00% Native Am Asian 4.00% 2.00% 0.00% Associates Degree Bachelor's Degree Source: CPST, data derived from Engineering Workforce Commission Bachelor’s Degrees Granted by Engineering Discipline 2005 45 40 35 30 25 20 15 10 5 0 Bi oE Al l ng r . n. ro En vi ec El In du st p Co m il Ci v Ch em M ec h Female Source: CPST, data derived from Engineering Workforce Commission. Women Increasing Their Share of Some STEM Bachelor’s Degree Fields 70,000 60,000 Women Men 50,000 40,000 30,000 20,000 10,000 Computer Science Mathematics Physical Sciences 2003 1994 1985 2003 1994 1985 2003 1994 1985 2003 1994 1985 0 Biological Sciences Source: CPST, data derived from NSF and NCES © 2006 WEPAN, www.wepan.org, prepared by CPST, www.cpst.org Developed by WEPAN for member use only. Women as a Percentage of Selected Occupations in 2005 Mechanical Engineers 5.8% Electrical Engineers Civil Engineers 7.1% 13.2% Chemical Engineers 14.3% Dentists 22.5% Chief Executives 23.8% Lawyers 30.2% Physicians/Surgeons Chemists 32.3% 35.3% Marketing & Sales Mgrs. Postsecondary Teachers 41.0% 44.4% Biological Scientists 48.7% Accountants/Auditors 61.9% 67.3% Psychologists 0% 10% 20% 30% 40% Source: CPST, data derived from Bureau of Labor Statistics 50% 60% 70% 80% © 2006 WEPAN, www.wepan.org Prepared by CPST, www.cpst.org Minorities as a Percentage of Selected Occupations in 2005 Mechanical Engineers Chief Executives Chemical Engineers Biological Scientists Black Psychologists Hispanic Dentists Lawyers Chemists Electrical Engineers Civil Engineers Marketing & Sales Mgrs. Physicians/Surgeons Postsecondary Teachers Accountants/Auditors 0% 2% 4% 6% Source: CPST, data derived from Bureau of Labor Statistics 8% 10% 12% 14% 16% © 2006 WEPAN, www.wepan.org Prepared by CPST, www.cpst.org Median Annual Salaries of Full-Time Engineers and Scientists 2005 • • • • • • Engineers: $63,500 (Range: $60,500 – $73,000) Engineering Technicians: $41,000 Mathematical & Computer Scientists: $59,000 Medical Scientists: $48,500 Biological & Life Sciences: $46,500 Science (Chemical) Technicians: $36,500 Source: CPST Career Challenges for the 21st Century • • • • • • • Energy Environment Healthcare Information Systems Security Communications Transportation STEM Equity Pipeline Overview Mimi Lufkin National Alliance for Partnerships in Equity Education Foundation Goals • Build the capacity of the formal education community • Institutionalize the implemented strategies by connecting the outcomes to existing accountability systems • Broaden the commitment to gender equity in STEM education Defining STEM • US Dept. of Ed., Office of Vocational and Adult Education • STEM Transitions Project – www.stemtransitions.org • 16 Career Clusters – 6 Clusters Defining STEM • Science, Technology, Engineering and Math • Agriculture, Food and Natural Resources • Health Science • Information Technology • Manufacturing • Transportation, Distribution and Logistics STEM Equity Pipeline Project Methods • • • • Professional Development Teacher Training Consulting and Technical Assistance Virtual Web-based Professional Learning Community • Best Practices Handbook Model National Advisory Board Advice and Resources Dissemination VLC NAB Extension Services Group Professional Development, Technical Assistance Consulting Services Best Practices Handbook State Teams Professional Development Technical Assistance VLC State Teams VLC Virtual Learning Community Extension Services Group Local Educators Virtual Learning Community Evaluation and Customer Service Feedback Online Courses, Webcasts, Website, Listserv, Resource Materials, Links Local Educators Process Improvement Best Practices Implementation Extension Services Group (ESG) • State Facilitator • Cadre of national recognized experts • Focused technical assistance and professional development with State Teams • Conduct webinars, webcasts, online courses, presentations, workshops, training Virtual Learning Community • Public portal for the STEM equity community – – – – – – – – – – – – Listserv Links Articles, Resources, Reports and Research Calendar of Events in STEM Webcasts, Webinars, Video, Podcasts, Power Points Online courses and Tutorials Performance Data on Women & Girls in STEM Professional Development Needs Assessment Evaluations Instruments and Surveys Suggestion Box More! www.stemequitypipeline.org State Teams • 5 states in year one – – – – – California Missouri Illinois Oklahoma Wisconsin • Secondary/Postsecondary collaboration • Led by the agencies that administer career and technical education in the state State Team Members • Personal Passion • Professional or Volunteer Commitment • Provide Professional Development – middle school – high school – community colleges State Leadership Team • • • • • Develop Implementation Plan Data Collection for Evaluation Host Facilitator On-Site Visits (up to 4/yr) 5 Step Program Improvement Training Attend the STEM Equity Pipeline State Team Leadership Training • Conduct “Extension” Services State Teams • Advise the State Leadership Team • Integrate into existing professional development systems in the state • Conduct outreach to constituents about the projects activities • Participate in Professional Development • Participate in STEM Equity Pipeline Virtual Learning Community • Conduct “Extension” Services State Network • Participate in Professional Development • Participate in STEM Equity Pipeline Virtual Learning Community • Provide summative and formative feedback State Support from Project • Intensive services provided for two years • All services provided for free • Budget for State Team Activities and travel to State Leadership Institute ~$7500/State each year for two years • Participation in project professional development after initial two years is free State Teams • 2 states added in year 2 • 3 states added in year 3 • 3 states added in year 4 • 13 states over the life of the grant New States • Secondary/Postsecondary collaborations • Existing STEM initiatives participating • Strong professional development mechanisms to reach STEM CTE cluster teachers and related academic teachers • State Leadership Team identified • “Extension Agents” identified New States • Request for Applications Released May 1, 2008 • Applications Due July 1, 2008 • New States Selected August 15, 2008 • Start-up October 1, 2008 Questions? Mimi Lufkin Susan Metz Chief Executive Officer National Alliance for Partnerships in Equity Education Foundation www.stemequitypipeline.org [email protected] Senior Advisor Stevens Institute of Technology Center for Innovation in Engineering and Science Education www.ciese.org [email protected]