The Research Catalogue
New Findings and Insights on Institutional Practices and Academic Success

This is a digest of sources on issues addressed by the AAAS Capacity Center. It is updated periodically, sometimes with commentary. Web links, some accessible only to subscribers, are provided wherever possible, though we cannot assure their viability.

From COSSA Enhancing Diversity in Science February 2008

COSSA Washington Update: Summary of Enhancing Diversity in Science Retreat
Led by the Consortium of Social Science Associates, on February 28, nine organizations, including the AAAS Center on Careers, held a disciplinary-wide retreat of professional associations and scientific societies to discuss their role in Enhancing Diversity in Science. The retreat, in part, was a response to the recent number of reports that have documented how fewer underrepresented minorities are pursuing careers in science, and that leakages in the science pipeline for minority students and professionals happen at various stages – but especially within higher education. Professional associations and scientific societies represent permanent homes for scientists and students of science, many of whom relocate several times throughout their careers.  In addition, associations, as sources of stability for their members, have an opportunity to provide educational and career support that might not otherwise be available. They can work together to develop common approaches to enhancing educational and career opportunities for vulnerable populations, and to help ensure greater participation of underrepresented minorities in science. The goal of the session was to spawn collaboration among associations, societies, federal agencies, and private foundations that has been, in many instances, lacking. The conveners see collaboration as essential to enhancing recruitment and retention of underrepresented minorities in science.
Visit:  http://www.cossa.org/communication/diversity_workshop/COSSA_EDS_summary.pdf

From Institute for Higher Education Policy April 24, 2008

Graduate Education and the Public Good (Council on Graduate Schools) –
The effort to highlight higher education’s influence on society continues with this report.  In its attempt to explain to politicians and the general public the importance of graduate education, CGS is borrowing a page from the playbook of the politicians themselves. As a way of driving home the “public good” message, the group sprinkles throughout stories of graduate school alumni who are making contributions to society through their careers, largely in public health or public service. The report concludes with a call for a renewed “social contract” between universities and the public that recognizes the special role played by graduate education in enhancing our quality of life. The companion document, titled "Making a Difference," includes hundreds of examples of graduate degree holders who were nominated by CGS member institutions based on significant contributions they have made to the public good.
Visit:  http://www.cgsnet.org/Default.aspx?tabid=334%20
(via http://www.insidehighered.com/news/2008/04/24/cgs)

From Public Agenda Research Reports April 2008

If I’d Only Known: University Students Talk about Tolerance and Safety on Campus, A Pilot Study to Develop Tolerance Ratings for Assessing Universities (Campus Tolerance Foundation) --
When families weigh their choices on which college their children should attend, they tend to focus on cost, academic reputation and campus amenities. “If I’d Only Known…” focuses on the subject of how safe young women on college campuses are, as part of the overall goal to eventually develop a comprehensive, broadly-accepted national survey mechanism that assesses the atmosphere on 200 college campuses across the U.S. The aim of the project and of the Campus Tolerance Foundation is to develop a systematic way to evaluate tolerance and respect on individual campuses. This study takes a first step.
Visit: http://www.publicagenda.org/campustolerance/pdfs/if_id_only_known.pdf

From Sankore Institute February 15, 2008

And Then There Were None (Jomo W. Mutegi, Sankore Institute) –
This report examines issues of interest and persistence among African American STEM college students.  Three African American college students who were in the midst of making critical career decisions were interviewed.  The study reveals that interest in science-related classes is directly related to the degree to which they perceive those careers as being supportive of deep-seated goals.  Persistence in STEM careers is more likely if they possess more sophisticated understandings of the nature of science.  Mutegi identifies four propositions and suggests several steps that schools and universities, organizations of STEM professionals, STEM research organizations, corporations with vested interest in STEM fields, and even popular media can take to broaden exposure to science and increase the participation of African Americans in STEM fields.
Visit:  http://www.sankoreinstitute.org/uploads/And_Then_There_Were_None__02-13-08_.pdf

From The National Action Council for Minorities in Engineering (NACME) May 2008

Confronting the “New” American Dilemma: Underrepresented Minorities in Engineering: A Data-Based Look at Diversity (NACME) –
In what NACME characterizes as "The 'New' American Dilemma," the report, based on three CPST-authored analyses, shows that rates of participation by African Americans, American Indians, and Latinos in science, technology, engineering, and mathematics (STEM) fields have flatlined, and in some cases have actually declined.  At a time when the pursuit of careers in science and technology is a major indicator of the nation's ability to be competitive and economically strong, NACME's report highlights another reason that the U.S. is falling behind in the global economy. It finds a vast pool of minority students who aren't prepared for STEM fields and who thus can't contribute.  The report shows that progress on this issue has been marginal, neither steady nor substantial enough for representation of minorities in STEM to reflect their overall proportion of the U.S. population.  The report also articulates a set of calls to action directed at K-12 and higher education, government, and business (full disclosure: Chubin edited the report).
Visit:  http://www.cpst.org/NACME_Rep.pdf

From America’s Competitiveness May 2008

The following is a collection of publications distributed during “America’s Competitiveness: Hispanic Participation in Technology Careers” inaugural summit, hosted by IBM, that took place May 5-6, 2008 in Palisades, NY.  The invitation-only summit brought more than 130 leaders in education, business, government and not-for-profit organizations from around the country to address the serious shortage of professionals in STEM disciplines in the U.S.
Visit:  http://www.ibm.com/ibm/ibmgives/reports/index.shtml

“Out Before the Game Begins: Hispanic Leaders Talk about What’s Needed to Bring More Hispanic Youngsters into Science, Technology and Math Professions” Public Agenda, May 2008.

“A Matter of Trust: Ten Key Insights from Recent Public Opinion Research on Attitudes About Education Among Hispanic Parents, Students and Young Adults” Public Agenda, May 2008.

“Latinos in STEM Professions: Understanding Challenges and Opportunities for Next Steps: A Qualitative Study Using Stakeholder Interviews” Maria Teresa V. Taningco, Tomas Rivera Policy Institute, April 2008.

“Computer Use, Parental Expectations and Latino Academic Achievement” Maria Teresa V. Taningco and Harry P. Pachon, Tomas Rivera Policy Institute, April 2008.

“STEM Professions: Opportunities and Challenges for Latinos in science, technology, engineering, and mathematics: A Review of Literature” Maria Teresa V. Taningco, Ann Bessie Matthew, and Harry P. Pachon, Tomas Rivera Policy Institute, April 2008.

“Directory of Schools, Programs and Scholarships” Maria Teresa V. Taningco and David Estrada, Tomas Rivera Policy Institute, April 2008.

From Council on Competitiveness April 2008

Thrive: The Skills Imperative (Debra van Opstal, Council on Competitiveness) –
This report provides a compelling, short and easily accessible analysis of the key trends underpinning future workforce skills challenges and opportunities in the United States. Drawing upon the Council’s leadership in innovative capacity, Thrive is the first in a series of targeted benchmarking reports published by the Council’s Compete 2.0 Initiative.  Through combining findings from the 2006 Competitiveness Index: Where America Stands with real-world business cases, Thrive demonstrates an urgent need for the United States to develop a national skills agenda to be competitive in the global economy and ensure a rising standard of living for its citizens.
Visit:  http://www.compete.org/publications/detail/472/thrive/

From American Association for the Advancement of Science 2008  

“Education and Human Resources in the FY 2009 Budget: Supporting the STEM Pathway," in AAAS REPORT XXXIII, Research and Development FY 2009 (Joanne P. Carney, Daryl E. Chubin, and Shirley M. Malcom, American Association for the Advancement of Science: Intersociety Working Group) is part of a comprehensive analysis of R&D in the proposed federal budget for FY 2009. The report, an annual effort produced in collaboration with nearly 20 science and engineering associations, is now available on the AAAS R&D web site and in print. The 280-page report, including nearly 40 tables and 25 chapters on R&D by agency, theme, and discipline, is an authoritative reference on R&D in the budget.
Visit:  http://www.aaas.org/spp/rd/rd09main.htm