The First Symposium of The Project SEED Initiative: Promoting Educational Equity and Diversity in Science, Technology, Engineering, and Mathematics (STEM)
The Project SEED Initiative of The Civil Rights Project at Harvard University hosted a symposium on January 20, 2006 at the Harvard Graduate School of Education to explore issues of racial and ethnic social justice where they intersect with science, technology, engineering, and mathematics (STEM) disciplines. Held in the Gutman Conference Center, the event was made possible with generous funding from The Office of the Senior Vice Provost for Faculty Development and Diversity at Harvard University, The Department of Chemistry and Chemical Biology at Harvard University, The Center for School Reform at TERC, Inc., and The Franklin W. Olin College of Engineering.
| What |
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| When |
Jan 20, 2006 08:30 AM to 04:30 PM |
| Where | Harvard University |
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The Project SEED Initiative of The Civil Rights Project at Harvard University hosted a symposium on January 20, 2006 at the Harvard Graduate School of Education to explore issues of racial and ethnic social justice where they intersect with science, technology, engineering, and mathematics (STEM) disciplines. Held in the Gutman Conference Center, the event was made possible with generous funding from The Office of the Senior Vice Provost for Faculty Development and Diversity at Harvard University, The Department of Chemistry and Chemical Biology at Harvard University, The Center for School Reform at TERC, Inc., and The Franklin W. Olin College of Engineering.
The U.S. is currently experiencing a shortage of students entering scientific fields, particularly those in the physical sciences and engineering, creating a "quiet crisis" threatening our nation's ability to maintain its role as the leader in scientific and technological innovation. Structural inequalities at the K-12 and higher education levels account for high attrition rates in science and mathematics among talented young Americans.
General demographic shifts indicate that by 2020, students of color will constitute about 48% of the school-age population, yet access to STEM degree programs has remained been limited. The National Science Foundation reports that in 2001, only 9% of doctoral degrees and 16% of bachelors degrees in science and engineering were awarded to African Americans, Hispanics, or American Indian/Alaska Natives. This raises serious implications for the future of STEM fields as these graduates of science and engineering programs go on to join a global workforce in which cross-cultural competence is a basic necessity. With industries facing similar challenges in fostering workforce diversity, the need to educate young, talented ethnic minorities has emerged as an explicit goal necessary for national security and sustained scientific leadership.
