Unformatted text preview: Diversity in Engineering
Allison Okamura Lecture 12 March 5, 2008 Today's Discussion
Engineering Statistics Mechanical Engineering Statistics Other professions Why you should care the business case What you can do Engineering Statistics
Engineering Workforce is ... 91% male 93% majority Blacks, Hispanics, and Native Americans are 23% of the US population (but 7% of engineering) Black women are 0.6% of Engineering Workforce Hispanic women are 0.4% of Engineering Workforce Higher Education in General
Average age of students is rising. Student population is more diverse. Women have increased dramatically in biology, math, chemistry in the last decade. By 2010, women will earn more degrees than men at all levels, including PhD. From 1990-1999, Hispanic enrollment increased 68% African-American by 31% Engineering Schools
Men are 5 times more likely to choose engineering major than women. In 1998, 1.7% of the degrees awarded to women were in engineering. Retention rate in engineering for majority populations is 62% For minority populations it is 38% Engineering faculty >95% male Trends
1998 women were 20% of the undergrad engr. students 2004 women were 17% 1998 minorities were 17% of the undergrad engr. students 2004 they were 14% Mechanical Engineering Students
MEs are 16% of the engineering workforce MEs were awarded 19% of the engr. degrees in 2004. Of these ME degrees Fraction to women .... 11% Fraction to minorities.. 12% These are the lowest of the big engr. programs. Other Professional Programs
Entering Medical School classes in 2004 were ..... majority female very diverse in terms of ethnicity. Law and Business School are now roughly ... half female Engineering is alone in its lack of diversity! The Business Case for Diversity
Why we need a diverse engineering workforce: Globalization requires us to have people comfortable and accepted in a wide variety of cultures. Different perspectives are imperative for engineering design to succeed. The fastest growing segments of the US are the least likely to choose engineering! It is the right thing to do engineering opens doors financially. Why You Should Care Why You Should Care
You ARE the future of engineering. We need your help if we are to change. Your jobs will disappear if diversity forces companies to look elsewhere for people. Engineering is more fun when there is a diverse community. Women and minority students may face discrimination professionally if this doesn't change. What You Can Do What You Can Do
Expect and insist upon equity in the classroom and in every job. Encourage use of a wide variety of examples so that they appeal to a wider group of students. Be aware of gender and ethnic stereotypes and avoid assuming them. Raise the issue with people in power if you see a problem. Exercise I Recall an incident in which you first became aware of differences. What was your reaction? Were you the focus of attention or were others? How did that affect how you reacted to the situation? Exercise II What are the "messages" that you learned about various "minorities" or "majorities" when you were a child? At home? In school? Have your views changed considerably since then? Why or why not? Exercise III Recall an experience in which your own difference put you in an uncomfortable position vis-a-vis the people directly around you. What was that difference? How did it affect you? Dimensions of Learning Style A student's learning style may be defined in part by the answers to five questions:
1. 2. What type of information does the student preferentially perceive: sensory sights, sounds, physical sensations, or intuitive memories, ideas, insights? Through which modality is sensory information most effectively perceived: visual pictures, diagrams, graphs, demonstrations, or verbal sounds, written and spoken words and formulas? From: "Reaching the Second Tier: Learning and Teaching Styles in College Science Education." by R. M. Felder, 1993, Journal of College Science Teaching, 23 (5), p. 286-290. Teaching, Learning Styles, cont'd.
3. 4. 5. With which organization of information is the student most comfortable: inductive facts and observations are given, underlying principles are inferred, or deductive principles are given, consequences and applications are deduced? How does the student prefer to process information: actively through engagement in physical activity or discussion, or reflectively through introspection? How does the student progress toward understanding: sequentially in a logical progression of small incremental steps, or globally in large jumps, holistically? Myers-Briggs
Myers-Briggs Type Indicator (MBTI) is a personality questionnaire designed to identify certain psychological differences according to the typological theories of Carl Gustav Jung Try it: http://www.capt.org/ Dichotomies: Extraversion Introversion Sensing iNtuition Thinking Feeling Judging Perceivingh ...
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