Engineering education of minorities: An overview

Abstract

The population of the United States is becoming increasingly ethnically diverse. The growing number of minorities in the United States population presents both challenges and opportunities to institutions of higher education across the federation. Minorities (Blacks, Hispanics, American and Indians/Alaskan Natives) are projected to constitute 52% of the college-age (18-24 years) population of the United States by year 2050; up from 34% in 1999. Even though the proportion of minorities in the population of the United States is increasing, they have not been as successful in obtaining engineering degrees and diplomas. This is especially true for African Americans and Hispanics who constitute a significant proportion of the US population. Whites constituted about 76% of undergraduate engineering students in 1990 and 68% in 2002. The enrollment of blacks in undergraduate engineering programs actually decreased from 7.0% in 1995 to 6.3%) in 2002. Various innovative approaches have been employed by colleges, schools, government establishments, National Science Foundation and minority interest groups to attract minorities to engineering programs. However the retention rate of minorities in engineering programs is about on-third, compared to two-thirds for non-minority groups. Some educators have argued that teaching methods used by engineering programs should even be adapted to suit the learning styles of minorities. Yet others argue that the abysmal number of minorities in engineering programs has more to do with the culture and/or climate in an engineering classroom than intellectual ability. The question still remains as to how best we could attract, retain and educate minorities in engineering. This work is therefore aimed at analyzing the history of minority engineering education, discussing issues surrounding engineering education of minorities and devising a strategy to attract and retain minorities in the engineering disciplines. © American Society for Engineering Education, 2006.