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Participation of Latinas/os in Science and Engineering: Challenges and Opportunities

Participation of Latinas/os in Science and Engineering: Challenges and Opportunities. Universal Language.

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Participation of Latinas/os in Science and Engineering: Challenges and Opportunities

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  1. Participation of Latinas/os in Science and Engineering: Challenges and Opportunities

  2. Universal Language “Science and math are the universal language of technology. They drive technology and our standards of living. Unless our kids grow up knowing that universal language, they will not be able to compete.” Tracy Koon, Intel’s director of corporate affairs

  3. Advancement of Hispanics in STEM “If we as Hispanics, are not in the sciences, engineering, mathematics…we cannot be in technical leadership, and if we are not in leadership, we cannot make decisions at the national level that can be favorable to all the people. If we don’t change things, that will lead to a permanent underclass for Hispanics.” - Richard Tapia, Rice University, 2007

  4. A Quiet Crisis “Because it takes fifteen years to create a scientist or advanced engineer, starting from when that young man or woman first gets hooked on science and math in elementary school, we should be embarking on an all-hands-on-deck, no-holds-barred, no-budget-too-large crash program for science and engineering education immediately. The fact that we are not doing so is our quiet crisis. Scientists and engineers don’t grow on trees. They have to be educated through a long process, because, ladies and gentlemen, this really is rocket science.” Thomas Friedman (2005) The World is Flat

  5. Science Equity “A decade ago, the landmark National Science Education Standards emphasized that: • All students, regardless of age, sex, cultural or ethnic background, disabilities, aspirations, or interest and motivation in science should have the opportunity to attain high levels of scientific literacy.” National Academy of Sciences, 1996, p. 20

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  7. Texas School Science Achievement • On the 2005-2006 TAKS for mathematics, reading, science, social studies, and writing, the passing rate for Hispanics was 58%, as compared to 81% for Anglos and 67 % statewide. • For the 2005 and 2006 administrations of the Grade 5 Science TAKS, students identified as ELL (LEP) scored lower than any other subgroup, including special education, economically disadvantaged, and at-risk. • Science TAKS in Grades 5, 8, and 10 will figure into AYP (Adequate Yearly Progress) in 2008.

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