Solving the Diversity Dilemma: Changing the Face of the STEM Workforce. Vital Signs: Reports on the Condition of STEM Learning in the U.S.Report as inadecuate




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Our nation's prospects hinge on how well it responds to demographic change. The future of U.S. leadership in technology and innovation will increasingly depend on young women and people of color. If current trends persist, we are in for a world of trouble. Researchers have long known that women and people of color are scarce in STEM jobs, but Change the Equation's (CTEq's) analysis of demographic and workforce data reveals that the situation has not improved since 2001. This report discusses the findings of CTEq's analysis in which CTEq examined trends in three major occupations that require substantial STEM skills: engineering, computing, and advanced manufacturing. While the results are discouraging, there is encouraging news. There are strategies and initiatives that succeed in bringing girls and young people of color into STEM fields. The biggest problem, however, is scale: these strategies and initiatives are not reaching the vast majority of the nation's children and youth. In response, the business community is leading an all-hands-on-deck effort to ensure that every young person enjoys access to the best learning opportunities in STEM. This report discusses how business leaders are helping expand a growing number of powerful STEM learning programs and strategies that have the potential to reach many more girls and young people of color across the country.

Descriptors: STEM Education, Educational Assessment, Educational Indicators, Demography, Trend Analysis, Skilled Occupations, Manufacturing, Engineering, Computer Science, Educational Demand, Racial Differences, Social Change, Youth Opportunities, Student Diversity

Change the Equation. 1101 K Street NW Suite 610, Washington, DC 20005. Tel: 202-626-5740; Fax: 202-638-4922; Web site: http://www.changetheequation.org









Author: Change the Equation

Source: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2755&id=ED564127







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