A
EXAMINATION
PROGRAMS
OF PRE-COLLEGE
IN MATHEMATICS
FOR YOUTH
AND THE SCIENCES
OF COLOR
by
BARBARA GOMES-BEACH
BOSTON STATE COLLEGE
B.A.,
(1980)
SUBMITTED TO THE
DEPARTMENT OF URBAN STUDIES AND PLANNING
IN PARTIAL FULFILLMENT OF THE
REQUIREMENTS OF THE
DEGREE OF
MASTER
IN CITY PLANNING
at
MASSACHUSETTS
the
INSTITUTE OF TECHNOLOGY
JUNE 1985
Q
Barbara Gomes-Beach
1985
The author hereby grants to M.I.T. permission to reproduce and
thesis in whole or in part.
to distribute
copies of this
Signature of Author-_______Depar
Certified
ment
of Urban
St
ies
anWFa
lanning
by-----------
-Melvin
.
1
I ncg
Thesis Supervisor
Accepted
by
________-
______
Chairman,
Depar rmental
Phillip L. Clay
Graduate C..mmittee
OF TECHNLOGY
JUL 11 1985
LI3R A!E'3
4
Contnts
A: knopwl edgeiqent s.
.4
Abstract........
Introduction...
a,,
.uu
u
.win
...
SRUUUU
uUin~
-
Ch apt er
I.
Overview...................
A. Pro.ject Purpose......
B. Review of Literature.
Chapter
II
Research Methodolo9y........
Chapt er
III.
Findings
Part I..........................
-- -Part II.........................
A. Program ...................
B. Recruitment.................
C. Parental Involvement.......
D. Instructor/Teacher Factors.
....
E. Linkages...................
----.
F. Networking ................
G. Role Models................
H. Resources..................
I. Self-Image.................
J. External Factors:..........
part-time employment....
(i)
activi
(ii) extra curricular
Chapter
IV.
5
U
~
-7
-7
-- 9
.26
.28
.28
.31
.32
.33
.34
.34
.35
-36
.37
.38
.38
.38
Conclusions and Recommendations..............39
Foot not es........................--
-------
Bibliography......................... ----....
43.s
45.
Appendix
48.
A. Profile of Interviewees........... ........
s52.
B. Interview Questions............... ---.....
of Pre-College Programs...........53.
Profile
Tables....................................61..
ACKNOWLEDGEMENT:
I would like
to thank several
encouragement and support this
be just
another good idea.
people without whose
would still
thesis
to Professor Frank Jones who always knew how
First,
to give that extra measure to stabilize
one's spirits.
Second, to Ms. Gittens whose sensitive but firm way of
MIT situations went beyond the
handling traditional
call
of duty.
Third, to Mel King for always believing in
no matter what I said!
and ability
my knowledge
Most of all
to my children Ralph, Joyce, Michael and
Isabelle for bei.g the greatest kids a parent could
have.
3
AN EXAMINATION
OF PRE-COLLEGE
PROGRAMS
IN MATHEMATICS AND THE SCIENCES
FOR
BLACK YOUTH
by
BARBARA GOMES-BEACH
Submitted to the Department of Urban Studies and planning
June 1985
in partial fulfillment
of the requirements
for the degree of
MASTER IN CITY PLANNING
ABSTRACT
The first
pre-college preparatory program for black students
was established in 1973 in Philadelphia. The pre-college program
phenomenon has grown to 147 programs and an enrollment of over
60,000 students. The goal of pre-college is to provide
supplementary education in mathematics and the sciences to enable black and minority youth to enter and graduate from
engineering school.
This thesis examines pre-college programs a decade after their
beginning to determine what progress has been made towards
reaching their goals. The impact of three issues are addressed.
one, have they increased student enrollment in engineering
college.
Two, have they increased numbers of students graduatThree, are programs being
ing from engineering colleges.
research,
effective.
Data for the study is based on literature
observation of programs in
intensive interviewing and field
the spring of 1985. Four programs in the New England area
MassPep, (MS)2, Pre-Nuprime, and (Tirfes)2 were examined as
part of the study.
The study concludes that pre-college programs have limited
documentation on student
data . They have insufficient
programs
participation to be able to determine if
have been successful in increasing the enrollment of black
students in engineering colleges and helping them to
graduate. Program effectiveness, evaluated on an individual
basis are varied.
I NTRODUCT ION
Pre-college programs
new.
The
the
with
ion
in
are relatively
1973 in
Philadelphia
formation of the Philadelphia Regional
Engineering
in
goal
of
considering
engineering and
the
numbers
students
of
private
provide
for high school
students
apptitude
in
order
increase
to
graduating
funded
are
mathemat i cs,
in
and
the
from
in a variety of
foundations,
and to a lesser degree,
universities,
is
to
enrolling
Programs
through
mainly
an
sciences
engineering colleges.
programs
preparation
and exhibiting
Introduct-
(PRIME).
pre-college
supplementary academic
ways,
students
prototype was established
for Minorities
The
for black
corporations,
and
public
federal
agencies.
Twelve
years
the
in
fact,
that
programs
black youth between
programs.
over
In
got
underway,
pre-college
the
60,000
ages
are
the Northeast,
So much
are being replicated throughout
There are approximately
country.
States;
PRIME
been accepted as productive entities.
programs have
so,
after
of
15
enrolled
(3)
three
-
19
in
in
the United
pre-engineering
12,400 are enrolled in
5
million
pre-
1/
engineering programs out of a population of 597,165.
Yet,
there has been
little
documentation
objective
of the
success of these programs.
Does
the pre-college experience provide
from
graduate
to
skills
the necessary
help
with
and eventually
enter,
them
What
colleges?
engineering
students
accounts
for
program effectiveness?
look at
This thesis will
attempt
to
phenomenon
Several questions will
engineering
what
Chapter
programs,
and
colleges.
one,
be addressed:
and
Two,
focus
examined.
pre-college
entering
to program effectiveness?
One
overview
an
provides
the reasons why
states
literature
they
purpose,
project
review.
on
the
Chapter
findings
Four
draws
proposes several recommendations.
6
detailing
brief
of
came
pre-college
into
statement
Chapter
methodology used to design and conduct
Three
are
are these students graduating.
are the contributions
outlines
briefly
problem
eflfectiveness.
examine program
increasing the numbers of black students
programs
Three,
to
the pre-college program
the
being,
of
the
Two outlines the
study.
those
Chapter
variables
conclusions
and
CHAPTER
I.
OVERVIEW
A.
Pr ':'jectPurgge
The purpose of this
college
programs
to
beginning,
thesis is
the examination of pre-
approximately
where
determine
a
decade
of increasing black student enrollment
engineering
This
their
and
study
is
important
for
their goals to
being met
and how,
not,
(1975)
in
and if
scientists
who hails
majority".
2/.
According
Excellence
society
(1984),
cause
concern.
for
compl ete
their
skills
the
communication
today
from
black
student
beginning
A
skills.
a
high
areas
the
engineer
the female
or
and Cultural
in
at the grade school
of
of Black
participation
percentage
of
mathematics,
or
the
level
black
is
youth
academic
science and
3/.
is
the
number of well-paying,
significant
impact
are
as
high school education with minimal
critical
first,
they
Secondly,
is
import to the black community
that directly
lives
why not.
if
see
Task Force on Black Academic
process
access to
graduation
from an ethnic minority
educational
Of
stated goals
to a report of the National Alliance
Educator's
in
what
of the scarcest professionals to
"one
states:
American
School
and
several reasons:
need to revisit
find
their
colleges.
programs
Boyd
today
they are
progress they have made towards reaching
after
on
one's ability
and which educational
system is
7
question
of
stable jobs
to dictate where one
affordable
for
one's
family.
Third,
the role of
increasing throughout
recognized
country
the
pool
scientists
of
equitable
it
has
of
lives
Blacks,
long been
were
of minorities
if
higher,
issues
would
and
be
and
exposure
speaking,
in
Fourth,
the population,
Spanish
distribution
is
industry and business
engineers
Native
would be to help achieve a
The ultimate purpose
Americans.
more
the
technology
problems receiving greater
these
participation
and
and
affect
and
group of people.
by an equitable ratio
directly
by
this
comes out of
of
represented
helped
society
that the leadership in
this
that
our
science
of
responsibility,
power,
wealth, and status within the United States.
There
study is
is
an additional,
involved
directly
the
For
necessary.
As
Association
for
New
with
regional
the
past
a parallel
in
hand problems associated
programs.
personal
students
believe this
I have been
within pre-college
for
National
the
Advancement of Colored People
of
Technological and Scientific
program,
I
in
first
observing
program
Cultural,
been
I
four years,
co-director
England State Conference
have
reason
Branches,
(NAACP)
Afro-Academic,
Olympics
(ACT-SO)
a position to observe that
black
students are either being directed away from pre-college
programs,
or unfortunately,
inadequately prepared.
8
encouraged
and recruited while
B.Review of Literature
Numerous studies have been undertaken
decade
on
the
engineering
and
the
quantative
of
that
emphasis
one,
numbers
of
Two,
is
that
both
to
given
thesis:
underrepresentation
Many
This is
section
This
literature
In
of
black
will
be
issues
pre-college
students
and
being effective and
black
There are,
into
qualitative,
with
to
relevant
most
programs
this
increasing
Three,
the
reviewing
on
entering engineerng
if
are
mainly on
factored
concentrate
quantative
those
are
must
in
the studies
necessary.
are these students graduating?
programs
past
aspects of increasing the numbers of
other variables
process.
the
they have concentrated
but,
engineers and scientists.
however,
black
sciences.
and timely,
sensitive
the
problermt
within
the
colleges.
are pre-college
how.
so,
the Retention of MinorityEngi neer ingStudents
report
compiled
Minorities,
4/
by
the
available data on black
inviting
the
National
organization
Action
attempted
student retention
137 engineering colleges
to
in
submit
on
Ccouncil
to
gather
engineering by
proposals
to
provide student services towards the retention of minority
undergraduate students.
received,
projects
Out of
fifty-one
proposals
of
the eleven
was to increase the numbers of minority
retention
eleven
were
funded.
The
goal
by designing and implementing specific programs aimed at
9
inc:oriing
freshman.
following:
overview
(a)
of
The
purpose
establish
the
generalizability
retention
programs;
impro:ving
retention
services;
(d)
services
(e)
be used at
and
findings based on
by
the
an
the
the study of
potential
for
adding or modifying support
and/or
characteristics
college
and
and
influenced by program
are
suggest implementation
the
develop
determine
(b)
those student
influence
could
problem,
rates
behaviors that
and
data
determine
(c)
identify
the study included the
baseline
of previous
individual
of
guidelines
that
levels
gr2-cIlege
to
improve the retention of minority engineering students.
Six
levels
projects
filed
had slightly
greatly
improved,
improved.
established
a
peer/tutor
retention
center
5/.
and
counselor's
from
Poly-Tech established a surrmer
improved
for a peer
student support
from 83% to 95%
82%
in
Lamar
and/or
University
tutorial
program:
Perdue University
study
skill
courses:
89%.
6/.
Rensselaer
to
program and provided
services:
freshman
retention
7/.
Participants were representative of
enrolling
retention
improved
example,
from 40% to 80%.
improved
additional,
indicating their
moderately
For
study
retention improved
utilized
reports
minority freshman
engineering schools throughout
10
the country.
If
the students
would appear
in
1973
in
the
study were representative,
that the national
effort
engineering
to produce students better
then it
started
prepared to succeed
in
engineering was working:
...
51% had been in
the top
10% of
their
high
school classes
...
48.1% were above the national
SAT
mathematics average;
in
pre-college
...
51% had taken calculus in
high school;
...
41.9% had taken both chemistry and
...
66.9% had participated
preparation
programs;
physics 8/.
In
addition
school
to
and science
mathematics
states that
grades,
in
participation
program and academic self-concept in
since
students
persistence
in
both
that
background
demographic
habits;
the Retention
study
should
a
pre-engineering
the decision
to
admit
related to minorities
positively
are
as high
engineering."
The study initiated
freshman
such
"recruiters and admissions offices
previous
consider
predicators
traditional
student
questionnaires for
asked the following:
if
(specifically
information;
work habits;
high
a
they
school
student's
were
11
academic
pre-college);
attended;
perception of engineering
entering
as a
study
profession
and
field
of
study;
perception of self;
expectations concerning engineering program
work requirements.
Quest ionnai res were
and
study
behaviors
and
frequency
or ganizations;
students
of
in
evaluation;
retention
number
academic
student's
high
quarterly grade reports,
retention
Engineering
i.e.,
support;
in
minorrity
student
of
classes;
number
Programs
student
and academic
actions.
concluded
with
that
i.e.,
number
the
for
transcripts,
(MEP's)
experience.
of student transfers,
casualities
of
class;
records,
school
study
in
prior academic
of
work
academic
for program and
students enrolled,
The
asked about
term;
involvement
role
statistics,
years,
also implemented at
number of minority students
class;
Colleges were asked
four
the
characteristics
instructor
of
during
level
study and
Students were
the completion of the term.
and
past
semester
9/
(1)
Minority
systeris,
early warning
those programs with strong faculty support and
with
students
performance
were
able to minimize attrition.
with summer
programs
students
with
academriic
standing in
also
pre-college
directly
related
interaction
had
to
(2)
higher retention;
program
experience
high school have a
ac ademi c
higher
(3)
MEP's
black
and
good
percentage
of college GPA's.
The report
summer
recommended that
low cost,
non-residential
programs be offered by colleges to students
12
from
surrounding
c ormimun it
programs in
sponsored
financial
programs
i es;
that
aid
colleges
packages;
should
modify
and
include
that
their
summer
government
services to
meet
student needs.
The authors state that because pre-college programs
are extremely diverse it
of
their
for
relationship
grades:(a)
high
engineering
to
impossible in
the
between
school
realistic
interaction
study,
and
trips,(f)
between
role
college
to
pursue
pre-college
fundamentals,(d)
perceptions of engineering.
their
responsible
encouragement
reviews of
profession, Ce)
are
participation
teacher
degrees, (b)
and teachers, (c)
In
the context
study to determine which factors
the
staff
was
models,
exposure
and
(g)
10/
Factors Affecting the Particigatign
and Perfrimance of Minorities inEngineering, Morning,
et
al
state that
(1982)
analysis
and
standardized
from at
review
mathematics
least the
black student
mathematics
non blacks.
the purpose of
fourth
of
why
grade
rate of enrollment
courses
blacks
appitude
is
and
through
in
score
lower
achievement
college
on
tests
and
why
calculus track
significantly
To test their hypothesis,
13
study was the
their
lower
than that
the authors utilized
of
nationally
administered math
workshops
for
enroll rient
achievement tests;
freshman math by
in
grade
point
pre-college
and
semester;
calculus and non-calculus track math courses
(percentages were reviewed according to ethnicity)
The study found that the University of California's
Mathematics Workshop Professional
pre-college results were impressive.
the average grade was B-,
students.
support
for
structure
compared with D-
also
The project
During
the first
year
for non-workshop
demonstrated
non-academic
(PDP)
Program
Development
the
for a
need
problems as well as the
academic support to improve math skills.
where there is
results
can
many
ma.jor
a willingness
to
address
impact on
factors which
soc i etal
and
was becoming more evident that
that it
The report concluded
the institutional
successful
learning,
follow. As an example, the report noted that
secondary
school
personnel
to
now
actively
through
the
are
corporations
programs
use
of
several aspects of a
develop
help
involved
in
their
national
minority engineering program.
In
J.
B.
ation
Women_
and Minorities in
states:
of
Director
Slaughter,
"
constitute one of
the
its
human
most
Science
the
and
National
resources
of
important assets.
14
Engineering,
Science Foundthis
This is
country
especially true of individuals with science and
skills,
who expand the frontiers
technologies,
make
available pool."
The report
It
it
essential
to science and engineering
drawn
confirms
The importance
activity
from
racial and ethnic minorities is
of
math and science training at all
groups
school
low.
may
participate
levels:
pre-
college and post graduate.
Resource
Studies to ascertain participation
sampling
experienced
the labor
force at
scientists
the time
the new entrants surveys,
science
decennial
and
census;
engineers,
engineers in
as
Hispanics,
its
the
1970 decennial
labor
and the roster
force
census;
magnitude and
and engineers who have
engineering
the U.S.
NACME's
and engineers who were in
of
consisting of all
Science
levels included
designed to measure
of scientists
characteristcs
states
of
low participation
Survey instruments were used by the Division of
In
every
that the level of participation
also suggests that the problems
college,
the
new
that the best talent
be related to the extent to which these
in
develop
12
and of several
women
knowledge,
and teach future generations.
of these activities
be
of
engineering
entered
since the
and
scientists
of doctoral
known doctorial
1970
scientists
and
since 1930.
Annual
Reg2rt__(1983/84),
purpose
"to increase the number
and American
the organization
of
Blacks,
Indians who enter and graduate
15
from accredited engineering schools."
increase institutional
for programs that identify,
support
prepare and retain
path
leading to
engineering.
It
the
from stimulating
continuum
at
retention programs for
Annual
reports,
engineering
for
baccalaureate
in
and senior
Included
its
sponsors,
and
publications
commission were used
NACME's
as
complete
students,
and
the
sources
for
150 listings
of
local,
designed
to aid
high school students were identified.
$390,000
student
summer
projects
retention
programs
for
to
pre-college
to
organizations.
investments
and
The
the
work
directors,
and volunteers can be seen in
indicators
that define progress
16
in
colleges
and
and
in
to
expand or
undergraduate
cooperation
NACME
of
and
$150,000
initiate,
including many programs conducted
with professional
long-term
of
annual pre-college program
approximately
invested
for
pre-college
to
and the services offered.
has
universities
level
the directory are descriptions of each program,
in
NACME
mathematics,
junior high school
regional and university sponsored programs
junior
in
university students.
In
1984,
the
in
degree
for every step
interest
bulletins
manpower
the NACME tables.
directory
a
also provides support
and technology
science
and univeristy students
secondary school
on an educational
NACME works to
results of
organizations,
the three
the minority engineer-
ing effort:
one,
minority
freshman enrollments;
two,
graduates
graduate minority enrollments; and threeminority
In
AmericanChild,
Saving the_African
purpose
for
according to its
the report,
review the public
Black Educators
from the Joint Center
Alliance,
for
"the
children
intact,
learn
neglect by our
is
authors
in
other
a ma.jor problem
already
has
f'or
emerged
programs.
certain
efforts
of
scores of African American
c:ounsel ing
and
and
admission
it
servi ce
private
for
and
that
African
identified.
17
be
that study
for
appears
National
The
American
Black
conducted of
tests on
the
patterns of
African
"successful"
to
admissions
as a common
standardized
students;
advising
students be undertaken;
public
for
coaching
13/
ninth grade
the
later
Educators Alliance recommends that studies
the
systems."
one of
is
for
American
malignant
of higher education,and that
insitutions
requirement
the report
spite of the
and
a a de facto requirement
that calculus
of
African
of
capacity
of resources;that completion of algebra by
quality
The
Studies 1984 report.
educational
social,
The study concludes that
has emerged
to
service data and statistics
Political
The study concludes that
to
is
authors
child and teacher.
research
educational
utilized
the primary
school systems within the country as they
relate to the African American
National
under-
Amer i can
schools both
children
be
The
Commission
on Behavioral
article,
their
Education
in
Effective
Pre-College
Education"
tests
achievemenmt
success
The
country.
were
if
The study
broad
several
that
types of
process
the amount of
instruction time
specific variables
also
noted
to
course enrollment
and
subjects,
and
of teachers
each
these
variables
into
workable
and
identified
category.
the considerable problems that can
converting
of
academic
like
The committee
in
include
indicator
The
di fferent
15/
instruction:"
of
content
14/
indicators together.
the number and quality
variables like
and
must
like
for
the
evaluators
variables,
variables
achievement,
single
Instead,
should include output
framework
the
no
"
exists.
education
successful
consider
concluded
in
Science
(1985).
from National Academy Press
Mathematics
input
in
the
designed
detailed
are
Indicators of Pre-College Education
report
scores
and
states
study were
and
of
measure of
effective
this
and
of
student
systems,
committee
the
Signs
reviewed the quality
instruments used in
and developed by
in
the
the most
school
schools,
for
Sciences
"Identifying
and science education to determine
math
on
and Social
But,
it
involved
be
evaluation
standards.
The committee recommended ways of
indicators
in
the
ness
of
time,
money and methodology.
18
improving the useful-
future,
Different
given limitations
school systems
of
or
collection
might
example,
for
states
efforts
with
major
data
their
c oordinate
educational
assessment
studies.
While available data indicates enrollment
is
ing colleges
serious
in
individual
program
uniform background information
varies.
best,
At
figures.
In
on
to
in
in
programs
quoted in
the NACME Annual
Thomas E.
Ford article
16/
is
encountered
during
the
study.
determine
conclusively
been successful
for
"Minorities in
1981),
if
discovery of
Engineering"
an example of
It
as
1984 versus the
was
pre-college
the
not
in
problems
possible
to
alone
had
programs
the review of literature
on pre-college
engineering program effectiveness is aparadoxical.
has a positive
Manpower
in this effort.
A synthesis of
literature
in-
freshman enrollment
Report
Engineering
successful
were
(Engineering
reviewed
information
information on black
Cormmission
enrollment
engineering students
from engineering schools,
graduating
accuracies
pre-college participants
determine if
who were products of pre-college
data
provide
to
programs can only approximate
trying
to
approach
programs
of
The ability
exists.
collection
engineer-
there are indications that
increasing,
gaps
in
indicates that
pre-college program
the
involvement
influence on academic performance and that
19
of
perceptions
engineering
as a profession also
of
standards exist and consequently
program effectiveness is
plays
a
indicates that virtually no
large role. The literature also
measurement
and
sel f-image
motivation,
like
factors,
ac ad emi c
the evaluation
complex and varied
the
across
spectrum of programs.
The
extensive research is
conduct
of
of
pre-college
to
level
funding
level
dollar
programs.
pre-college
by NACME's
programs
four
or
five
technical
times the
programs
pre-college
improve
to
1983/84
NACME's $4 million
should be expanded
services division
for more
a need
The NACME
$150,000 was distributed to
The support
current
indicted
needed.
showed that out
Report
budget,
also
the pre-college program
at
support
financial
Annual
review
literature
performance and effectiveness to an acceptable level.
This
and
processes
collection
students
within
methods
verify
programs
by
to examine those variables
that
what
asking
are
relate
the
to
college.
In
addition,
data
numbers
involved within the pre-college program and
that have entered
to
attempted
then
study
those
the study sought
those factors within pre-college programs both
that were previously identified
academic
and non-academic
as vital
to black students success in
20
of
engineering.
CHAPTER
II.
RESEARCH METHODOLOGY
The assessment of the effectiveness of pre-college programs
for
and
students
black
developed and synthesized for this
in
large measure on
of
literature.
The
was
effectiveness
hypothesis
A
study was based
it
expected
applied
than
secondary
college,
engineering
was
as
a
measure of
a higher percentage of pre-college
that
colleges
students.
that
hypothesis
information gathered during the review
program students would have
engineering
the
non
hypothesis
and
been
accepted to
pre-college
was
that
program
once
in
was expected that a higher
percentage of black students with pre-college program
experience would achieve
(on
the average)
higher grades and
experience less attrition.
data
Three
research
collection
investigation.
One,
methods
were employed
data was compiled
on
in
the
inform-
ation available on black students who are currently enrolled
in
engineering
colleges
standard
utilizing
instruments
from the National Science Foundation
Engineering
Manpower
Commission.
17/
Two,
and the
an analysis
of black engineering graduates was attempted by examining
available data to see if
a direct
correlation existed
between pre-college and non pre-college graduates.
21
interviews.
of
this
This was a
to
study
to
developed
were
questions
from
Third,
study were analyzed.
special
focus
be
input,
much
possible,
was
method
fi fty
both
the
representatives,
In
and
in
four
order
output
to gather
observation
and board
members.
mation on the qualitative
aspect
(See
industry
Appendex A)
This
more indepth infor-
of the study.
was reasoned,
interviews it
over
adinistrators,
personnel,
instructors,staff
as
perspective
field
programs:
last approach was selected to gather
Follow-up
and
process
Interviews were conducted with
selected.
parents,
developed as part
local
the
interviewing
participants
students,
from
data
current
conducting
in
used
variables of the pre-college programs.
as
process a set of
this
instrument
on
retention
the NACME
in
instruments utilized
Non-standard
would allow for
additional analysis.
The pre-college prograris involved in
under
the
selected
banner
due
to
record.
The
greater
access
parents
activities
their
to
within
school
administrators,
minirial
interviewing
vacations,
took priority).
22
SAT
were
independent)
one
geographical
the
(Since
and
reputation,
programs
interviewing.
spring,
NACME
of
the study (three
experience
and track
locations allowed
for
staff,
students
and
allowed
for
time
was
frame
conducted
examinations,
in
the
and school
Interviewing was also selected
in
with
individuals will
that
the belief
personal
contact
in
share
information
more
a give-and-take format
both informative and information
While programs varied in
that
is
sharing.
their
settings
institutional
about the
asked
were
and methods of delivery,
individuals
same
issues.
of interview questions was designed
with
varying
students
A
asked
essentially
the
were conducted with administrators,
personnel
at
the
in
to 9:00 p.m.
telephone.
who
Students who
students in
(These
interviews
were
with
periods
class
alumni
of
the
pre-Nupriie
and
over
(MS)
2 program
be returning
to (MS)2
MBTA bus
challenging;
were in
in
summer was
this
station.
most
over
students were deeply involved in
One student still
for mid-terms).
eighteen
interview with
are currently attending MIT were interviewed
telephone.
local
after
With
two evening session from 7:30
Additional
occured
students
and staff
Interviews with students
a group
program,
students was conducted during
p.m.
Interviews
a variety of settings.
pre-Nuprime
Parental
parents worked
continual conflict.
the
the
studying
high school who will
interviewed at
the
interviews were the most
and consequently schedules
Interviews with parents
23
and
questions
instructors,
quarters.
program
were conducted
same
levels of participation.
their
to
parents
(administrators,
modi ficat ions
were
according
set
generally took place
interviews
Appendix
took
B
for
and/or
place
it
to
what
self-definition
and
of
whether
test
components
indicator
of
or
successful
is
not
in
to enter
college
and then
measurement
pre-college
is
their
was
programs'
valid. Individual
own success
the
by
stated
in
several
broad
that
Chapter
exists.
numbers as a
using entrance
acceptance
I,
"no single
Instead,
types of
to
sole
engineering
to graduation.
lead
necessarily
education
The four
Is
they are able to get into
success,
does not
As previously
(See
takes to measure
success
measure
The problem with
college.
it
enrolling
of success measurement
numbers of students
two
afternoon.
students prepared
attempted
pre-college
the telephone;
Questions)
getting
This clarification
consider
Saturday
prepared
graduate?
school
a
issue of defining
students
is
on
over
pre-college programs needs definition.
the success of
getting
the evening
Interview
The central
it
in
indictor
must
evaluators
indicators
of
together."
18/
pre-college programs examined as part of
this
study were:
Massachusetts
Pre-Engineering
Students
(MassPep).
League,
MassPep
servicing
is
Established in
an independent,
students
in
schools.
24
selected
Pr ogr am
1979
for
Minority
by the local
non-profit
Boston
Urban
organization
and
Cambridge
Pro:tgress
in
Minority
pre-Nuprime was the
1977,
(pre-Nuprime).
Engineering
University College of
Sponsored by Northeastern
in
Engineering
first
such
program
in
New
designed to introduce high school minority students
Engl and
to engineering.
Mathermiatics and Science for Minority Students
Located
in
Andover,
Massachusetts,
(MS)2
Hispanic and Native American students
weeks of summer
To
study in
Math
Improve
(Tires)2.
originated
Incorporated
in
offers Black,
from urban areas six
mathematics and science.
Engineering
in
1983
1978 and currently
public schools in
(MS)2.
and
25
is
(Times)2
established
the state of Rhode Island.
Appendix C)
Science
a
in
(See
Studies
program
fourteen
CHAPTER
III.
FINDINGS
This chapter
data,
draws findings from the literature
interviews and
research
observation and suggests that
field
pre-college programs offer both a plus and minus view of
stated goals.
Part one
is
The
findings are separated into
related to the question of whether or
pre-college programs
numbers at
and what
are the
programs make to the issue.
that pre-co llege
Part two details
the findings of the issues,
and non-academic
raised in
Chapter
both academic
II.
I.
What one finds in
figures
for
attempting
to determine enrollment
black students entering engineering colleges
that information and data currently available,
from the National
Engineering,
the Department
of Labor
not track or differentiate
on pre-engineering
effective
specifically
and the
Statistics,
that pre-college programs do
black engineering graduates based
involvement during high school.
to whether or not
in
is
The
pre-college programs have been
helping black students to graduate
engineering schools is
is
on Minorities in
Action Council
National Science Foundation,
answer
not
increase enrollment and graduation
engineering colleges,
contributions
Part
two parts.
inclusive.
26
Current
from
data is
to
insufficient
deserve all
accurately state that pre-college
the credit.
figures are climbing,
while enrollment
Allowing
for
Data does suggest,
normal attrition,
from engineering colleges
enrollment
figures would
Attrition
for
from 46.9% in
freshman
enrollment
1984.
it
not
example,
1984,
1424 in
increased
while
1974 to 6661
in
Engineering degrees awarded to
.07% in
to women
of a total
seven years.
engineers went
a gain of 8.2%!
1980,
(See
from
of 2.9%
In
comparison,
1973 to
1.4% in
Tables 2,
3)
Women,
seems have gained more ground than blacks!
programs
Pre-college
for the most part
stream of academia.
of the main
at
:limbed from
a gain of
derees awarded
9.6% in
for
1973 amounted to 1.5% out
(minority),
attrition.
at the same rate as
1974 to 69.9% in
(See Table 1).
blacks in
so is
that
indicate.
black students
steadily
however,
blacks are still
graduating
programs
times to obtain
(MS)2
program,
The
contained,
independent school
throughout
sphere;
This makes it
difficult
information necesary to administer
students.
with a 96% --
are outside
for example,
(MS)2
there are no institutional
27
a self-
system graduates students
100% acceptance rate at ma.jor
the country.
to
controls its
colleges
academic
and arguably few
other
barriers to the progressive learning process.
One of the ways each pre-college program
its
measures
by the numbers of students who
own success rate is
The problem
gain admittance to engineering colleges.
with using entrance numbers as a sole indicator of success,
is
that
current
lack of
meaningfull
statistics
and data on students who come out of a pre-college
environment,
an impediment
is
ton
both
local and national
Pre-college programs must develop methods for
ef forts.
recording and retrieving detailed information on student
and program output.
Pre-college programs do provide services to students
beyond academics.
considerable
value
Programs provide input variables of
-
exposure and guidance,
-
motivation
for example,
self
confidence,
that
have positive
career
implications.
In
input
the summary of program
findings that
variables take on additional
and their roles in
black students.
Part
A.
II
Prgrgi___
28
the
meaning when one
considers the importance of each individually
collectively,
follows,
and
the process of educating
In
interviews
that
preparation
is
in
statement
most
math and science should
Of the four
age.
earlier
the
students,
parents and
instructors,
with program administrators,
programs examined,
often heard was
an
at
begin
only Times 2
the middle schools.
the exception with programs in
imagination in
... "we must capture their
math and science before the 6th, 7th, and
(program director)
8th grade!"
Programs
offfer
building self-confidence,
t:.
bring
a realistic
enter the world
academic
improve
to
study habits,
understanding
of
and
skills,
library
what
by
per formance
it
takes
to
of work:
... "pre-college programs claim to offer solid
college level courses. I
foundations, i.e.,
A few, however, do
don't necessarily agree.
self-learning, something I think is
offer
more important than academics for a great many
They also offer positive
of our youngsters.
(admissions officer)
reinforcement and feedback.
While some pre-college programs offer structured
(the (MS)2
program
standardized
among
development,
is
not
concentrate
for
programs.
on intangible elements.
29
example),
course
the process
Some
pr ogr ams
... "we are not doing much curriculum
development. Our objective is to
interpert the real time goals."
(program director)
pre-college summer
NACME
in
indicated that
students
between
correlated
grades improved
programs,
Retention report
students
some
for
hand
other
the
On
who
attending
The
markedly.
a review of data
were
pre-college programs versus those who were not,
in
involved
pre-
college sudents had better performance records than
their
counterparts.
... "after one summer with the program,
my SAT scores jumped 200 points!"
(program student)
Program
ac ademi c
operating
administrators
si mi 1 ar
expressed
year
the
regular
stat ements
about
during
curricular.
actually shaped the summer academic
. ."we
was
program... during the school year this
Even
handled by both the school and us.
had no real control.
though we had input, we
reason, a Saturday academy is being
For this
help sustain the
This will
considered.
of teaching and maintain the program
quality
(program administrator)
in other ways.
Pre-college
programs
problem with respect
to
also experiencing
are
finding qualified
30
the
same
math and science
broad based reforms that would result
resources
greater
the allocation of
in
Findings
pre-college programs
in
Students
for
for science instruction.
Recruitment
B.
cif
the schools and called
in
instruction
science and math
Association
grave concern over the deterioration
expresses
(NASTA)
Teachers
Science
National
The
teachers.
schools are recommended
for
based in
program
the
by
the
public
teachers and
counselors based on appitude and interest.
by teams
... "our students are identified
Each team
school.
each
within
established
staff
program
from
personnel
of
up
is made
program."
the
by
chosen
and school personnel
(program coordinator)
The
for
the above
Students
left
a
recruitment
out
who
in
sc r een i ng
average
student's
are marginal,
at
access
least in
to
the
alt
hough
the
admi n i st rat or s
"out"
claim
opposite.
there is a great need for pre-college
However, most programs deal with
programs.
the top 10-4; those students with good
potential.. the "cream of the crop"......but,
have
most
it
need
that
those
times
most
or no:, access to the program. The issue
little
what about those kids in the middle,
....
is
doesn't seem to be filtering
It
b o t t om?
31
way
program.
terms of grades,
that seems more a screening
a process
"in",
now stands paves
process as it
are
than
the
-
That's how we measure these programs
down.
get both sets of students together .
let's
(admissions officer)
see what happens.
give
cases
summer
the
For
sessions,
those
to
preference
participants during the regular
students from throughout
nati onal
with a ma.jor
the urban
centers.
include
does
in
had
been
Recruitment
least
at
In
to include
Again,
system.
of
students
is
concentratin within public schools in
recruitment
number
that a representative
is
further qualification
A
its
many
expanded
is
the public school
exception.
the
is
(MS)2
year.
on and in
who
students
school
enrollment
program,
one particular
programs rely
of
efforts
students
the
(MS)2
that
stipulation
from the Boston
area be
included
C.
in
its
student body.
Parental
Involvement
Parents involvement
to
"good."
parental
in
most
programs range
from
"fair"
Program administrators and instructors
involvement
is
both crucial
and a weak link
programs.
least not
"parent involvement is nil..at
is our
this
of
Part
be.
should
it
what
to
the other is parents inability
fault;
understand and become involved in their
children's particular interest in math,
(assistant administrator)
scien'ce. "
32
agree
within
mathematics,
in
professional
for
the long-term process required to prepare
careers
understand
can better
and parents so that parents
personnel
pr og r am
between
i mpr oved
be
must
Commun i cat i ons
and science.
engineering
about
little
very
know
parents
... "my
doing..
science and the types of math I'm
to them about
sometimes I wish I could talk
year old)
(16
.. and ask for advice."
it
D.
Instructor/Teacher
Factors
Students stressed that public
"fr iendly. "
climate
racial
schools
In
some
for
students,
(Boston
in
the
particular),
desegrat ion
long-term
despite
schools,
admittance to previously exclusive examination
and
remains the same.
concentrated
cultural
private programs
In
are
efforts
of
diversity
is
direct
(MS)2,
like
to understand and translate
evidenced
instructors,
experiences
realistic
into positive,
differences
for all participants. This
cultural
made
wasn't
environment
school
in
part,
the
by
and
teaching assistants,
administrators.
Black
excellent!
are
tutorials
... "peer
students need to and do associate with
other black students who understand... "your
One can say, I don't understand
struggle."
problem!...without feeling stupid."
this
(teaching assistant)
foster
Prcgrams claim to
for
students.
The
reality,
individuals and not all
positive learning
however,
is
experiences
that
not
all
programs are sensitive to students
33
programs that did foster
In
needs.
positive learning experiences,
instance)
(Pre-Prime
and
diversity
cultural
and
(MS)2
for
students did better academically.
... "unfortunately, techer expectation of the
black student most times is thinking...this
important to take
It's
kid can't make it!
a kid and learn about him/her first...underas opposed to
is
the student
where
stand
(parent)
deciding where you think he/she is.
Linkage
E.
academic
regular
the
need
the
indicates
were
their
peers,
cont i nui ng
for
and
instructors
students
helped
interaction
communi c:at ion
Students,
year.
strongly
students
all
during
adminstrators.
develop
during
the summer
constant communi cation and interaction
in
weeks
for
experience
summer
The
socially
with
This
and
academiical ly.
I spent the whole month of Septemer talking
about my spending the summer at a college
get to
I had a chance to really
campus!
nice
of really
know myteachers and met a lot
Now my friends are thinking about
kids.
(17 year old)
.joining the program."
F.
Networking
Pre-college
universities
affiliated
programs,
programs
and
with
however,
the
on
In
colleges.
at
is
average,
most
one college.
least
limited.
34
network
with
instances they are
Networking
among
linkages. Any
... "we must forge effective
pro-movement that helps youth must be
(program
and replicated."
identified
director)
on
minimal
interaction.
programs that are better
real,
models in
instructors,
parents,
models are recruited
vision and outreach.
very
administrators,
by
student
black
and the students themselves.
from academia,
industry,
and profession.
individuals
For
Role
the community
the conceptual ization
Role models help with
and government.
of self
maintain
pre--college programs were rated as
the
to
important
monies is
Models
Role
Role
and
able to attract
dollars are those with a broader
G.
for
competition
While this
for
as a reason
the same dollar
for
competing
placed
is
Emphasis
other.
each
with
networking
in
effective
than
less
being
to
admit
administrators
Prcgrai
who have always had
an abundance of heros/heroines to look up to the concept of
for the black student
role models
of place.
have
not
The reality
the
had
is
Black students
.just the opposite.
opportunity
to
hero:
worship and/or
abundance of heros to pattern oneself after.
great
out
or
trivial
may seem
an
This need is
a
one and much sought after by the pre-college program.
and/or
group
opportunities available after
high
These mentors provide students with one-on-one
exposure
to
potential
school and college from the
.job mobility and
advancement.
35
perspective
of career
choices,
"role models help students learn what
...
other kinds oif things are necessary in order
there is no
to be successful.. expecially if
(counselorone at home to guide them.
coordinator)
to engineering
getting
internships
assist
in
be instrumental
and
breaks
during the summer
obtai ni ng
donations of
They can
laboratories.
in
can also
and in-kind
contr ibut i'ons
fi nan'c i al
trips
field
and
models coordinate on-site visits
Role
equipment and maerials.
students as T.A.'s
... "we had college
was great!
(teaching assistants)...it
You could always ask questions you were too
timid to ask anyone else."
knew a lot
helping me learn
.. "my mentor was an architect..he
is
and
electricity
about
about how buildings are built."
the
hand,
other
the
On
students were family members or
for
model
role
close friends.
... "my mother is my role model
friend.. .she's also a teacher.
H.
struggle.
diluted
potential
and best
(student)
Rescurce
Pre-college
long-term
many
programs
pending
With
fi nanc i al
growth
college programs
is
programs
for
Resources
funding.
federal
commi ttments
the
is
to
programs continues to decline.
36
of
stability
a continual
and state cutbacks,
from
private
While the demand
limited.
continues
enjoy
not
do
gro:'w,
for
and
so ur ces,
pre-
resources to maintain
I.
Self-Image
is
There
a
direct
between
correlation
When
per formance and sel f-esteem.
academiac
themseves from
considered
students
or
"good"
"fair"
"poor"
thermselves
be
to
ircumstances.
excellent"
degending_gggpr
elaborate,
students cited reasons as:.....
a
asked
students
to
rate
"excellent",
most
"good
to
from
When asked to
day when things
a good
.. "on
seem to go my way, I'd say
I'm having
... if
"excellent"
home or
or
problems at school
say
might
I
with a friend then
fair."
those
Among
academi'c
students
whose
self-image
was
per formance was higher.
"students need positive feedback. we must
and over..you c:an do
over
to say
continue
something
do
they
it !.. . everytime
push
then
and
them
award
successful, let's
and
(parent
else.
something
to
on
them
inst r uc t or )
of
three-fourths
spend
students
"black
measurement
A
accepted.
being
energy
their
own context.
environment within its
of their
fami liar.
becomes
learned
Confidence o:nce
have
You
game.
the
of
rules
the
You know
is
energy
strength...your
gained an inner
to
trying
up
used
being
not constantly
yourself, rather than learning the
protect
art of conceptual ization, the "how to" of
learning becomes a reaching in the dark too
(instruct or )
many t i mes.
...
37
higher,
J.
External
This is
(i)
students
Black
Factors
a problematic
need
question
academic
supplementary
f or
of
programs.
most
i nc orme
prersonal
work often offsets
for
families where the pressure
for
low-to-moderately-low
from
C ome
area
feed
what does one do first,
the
brain
a
be
can
i on. It
instruct
or
the
body.
... "we must provide students in need with
economi'c subsistence. I don't particularly
but not addressing the issue is
this,
like
akin to an ostrich with my head in the
sand. "
(ii)
With
They are involved
the majority of students are "joiners. "
in
participation
in
school
outside the home and
numerous activities
communi tyc enter ,
activities,
to extra curricular
respect
sports) .
and
programs
pre-college
students being over committed
38
in
In
many
is
these areas.
(church,
instances,
1 imi ted
by
CHAPTER
IV.
CONCLUSIONS
This study began
by
AND RECOMMENDATION
trying to determine if
black students in
were increasing the numbers of
programs
pre-college
engineering colleges and helping them to graduate.
programs were
study also attempted to ascertain if
effective;
are they making a difference.
to be made
conclusions
effort.
Programs are making some progress
difficult
programs
to
This
progress.
do
for
document
development.
the
the
level.
per for manc e
for
is
program
outcomes of this
A state
needed.
the
as
different
There is
of
the
most
in
art
for
students
successful
pre-college
are,
indicator
participants
from high school to college.
in
the
reasons are
Pre-college
commitment.
for programs to maintain
little
for
themselves.
is
39
support
curricular
" and their
measurement
to
of
terms
program
me
level
There is
Pre-college programs
"good
a serio:us
tutorial
participants.
need sustained financial
single
that
fact
the
on
and
programs
among
opinions of students,
pr cgr ams
are
based
is
high school
academic
standardization
as
in
pre-college programs at the high school
require-ments
programs
pre-college
employ standard mechanisms to track their
students beyond the
need
measure
conclusion
not
the
concerning
into engineering and the sciences.
channeling students
is
being
There are
several
What
The
I
for
current
believe
program
data
on
Programs must
to retrieve
continue follow-up
necessary data on enrollment,
graduation.
feedback
seek
from
retention and
enable programs to maintain
This will
resources,
new
funding
bases,
students
and
supportive services that
impact
in
of students to be able
and
faculty
on
current
receive
on
academic
ability
their
direct
to remain
engineering school.
are suggested:
The following recommendations
(1)
Pre-college
programs
must
track
participants
beginning with their
entrance into the program through
college graduation.
Given
high school
(2)
level
and one at
Pre-college
entering
and
maintain
current
with
the restraints
could be co-sponsored
responsibility
the sixth
(4)
bui lding
provide in
services
level
Program priorities
for
addition to
schedules must
tutorials
fit
p1 at for is.
regular
to
instruction,
meet
student
the needs of students.
40
tandum
must
students
with algebra starting in
and resources
academic
stronger
in
must
task.
grade and pre-calculus beginning in
Saturday
college,
data on participants and work
school
this
the program at the
engineering
to accomplish this
grade
by
finances,
both ends of the gate,
from
Academic supportive
begin at the
of
pre-
the college/university level.
programs at
graduating
each other
(3)
and
and
the tenth.
must
focus
Programs
after
needs.
on
must
school
Program
(5)
Student
the spring for
and teacher recruitment
the
coming
fall.
This will
allow
for pro-active,
and delivery of
(6)
with
teacher
time
and teachers
than re-active,
administrators must
to the
selection
decision
and
planning
input
have
limited.
The summer programs
making
into
this
are
control
have
be active participants
related
process
curricular development.
programs
programs
for
in
services.
Program
respect
rather
begin
allow
students
to publicize the program to incoming
and
should
process,
good
While most
choices
examples
teac her
over
to
appear
of where
and
selection
curricular.
(7)
Programs need specific,
This
parents.
employment
counselor
can
of
must
be
accomplished
a part-time
work
a
structured
time
staff
(for
outreach
example)
person.
schedule
with the
This
that
is
to
parent-
not at
cross
purposes with those of parents.
(8)
ethnicities
Cultural
among
students
in
participation
training
the
and
must
exposure
be
program
a
to
different
prerequisite
for
for
administrators,
instructors and staff.
(9)
linkage
Pre-college programs must
between
students,
establish
teachers,
adriinistrators on a continuing basis.
41
c ommun i cat i on
parents,
staff
and
for
models
therefore,
so
Role
The concept of role models needs expansion.
(10)
students
black
to ask too few to carry
unrealistic
for
concept
role model
The
approach.
and
model
(and
person,
staff
or
professional
the
func:tion
of
guidance
and tutorial
team
historical
ethnicity
self-image
the team
for
team
a
information
programs
less than two (2)
administ-
program
and
when needed.
model
provide
who
field
sirmi lar
role
another
designee is
can
The
direct counseling,
to
program
must
continue
to
provide
to black students relative
and the numerous
contributions
to their
made to the world
engineering and science by blacks.
and
be
to program content.
Pre-college
of mathematics,
to
many
nor
to students and feedback
administrators relative
(11)
is
for
that
parent,
role
primary
the
for
substitute
of too
instructor/teacher,
or
same
the
in
the need
is,
is
role model
The
designee).
(3)
three
than
no more
students composed of the student,
rator
here is
The recommendation
committed people.
developed
"burnout"
This overload has caused
many.
It
abundance.
in
not
are
self-esteem
will
be
enhanced
knowledge and understanding of these accomplishments.
42
Student
by
the
Chapter
1.
2.
I:
Footnotes
Pre-College Program Directory, 1984, The National
C:ouncil for Minorities in Engineering, In:.
(New York:1984) p.7
Ibid. p.
1
Action
2
3.
Saving the African American Child, A Report of the
National Alliance of Black School Educators,
page 35
Washington, D. C. 1984.
4.
Rentention of Minority_ Engin eering_Students, Report on
the 1981-82 National Action Council for Minorities in
7
Engineering, Inc., (New York) (1982) p.
page 32 (Table
1)
5.
Ibid.
6.
Ibid. page 32
(Table 1)
7.
Ibid. page 32
(Table 1)
8.
Ibid.
9.
Retention of Minority Engineering Students, Report
on the 1981-82 National Action Council for Minorities
p.22
(New York) 1982
in Engineering, Inc.,
page 21
(Table
1)
p.45
10.
Ibid.
11.
Factors Affecting the Participation and Performance
of Minorities in Mathematics, Ford Foundation, N.Y.
1980. p.33
12.
Women and Minorities in Science and Engineering,
National Science Foundation, 1982 p*i
13.
14.
Saving The African American Child, A Report of the
National Alliance of Black School Educators, Inc.,
Task Force on Black Academic and Cultural Excellence
p. 1 1
1984.
Washington, D. C.,
Indicators of Precollege Education in Science and
Mathematics: A Preliminary Review: Commission on
Behavioral and Social Sciences and Education 1985
p. 27
p.27
15.
Ibid.
16.
Ford, Thomas E. Minorities in Engineering -"A Focus
Engineering. New York 1981
:in Pre-College Activities",
p.9
Chapter
II:
Footnotes
17.
Engineering
18.
Jarmu, David, "Identifying the Signs of Effective
Pre-College Education," National Research Council
NewsReport, Volume XXXV No.4, April 1985
p.27
Manpower Commission
44
Report,
1974
Bibli ography
BOYD, J.E.,"Careers, Why Choose Engineering Or
National Aeronautics and Space Administration,
Publication, Washington, D.C. 1975
Science?"
(NASA)
Characteristics of Recent Science/Engineering Graduates:1982
NSF84-318 Washington,D.C.,1984
National Science Foundation:,
Commission :on Behavioral and Social Sciences and
Education: "Indicators of Pre-College Education
in Science & Mathematics", National Academy Press
1985.
Engineering Manpower Commission Report
1974
Erickson, Frederick., "Gatekeeping and The Melting Pot:
Interaction in Counseling Encounters, Harvard Educational
Review, Vol. 45, No.1 (February 1975), p.44-69
"Minorities in Engineering - A Focus
Ford, Thomas E.,
Engineering (1981)
on Pre-College Activities",
Urban Schools:"
qand
R.E.," Modern Technlogy_
III,
Fullilove
The State of Black _America 1985 :, National Urban League, New
York City, N.Y.: 1985
"Get An Edge on the Future"
Publications 2.19.4
Northeastern
University
Jarmul, David, "Identifying the Signs of Effective Precollege
Volume XXXV
Education," National Research Counil NewsRep':grit,
Number 4, April 1985
Johnson, J.P. ,"CanComputerss
U.S.Commission on Civil
a
pages 20-25, Fall 1982
Close the Educaticon Eggity
Rights Quarterly Volume 14 Number 3
"Increasing The Yield" National Action Council for Minorities
1981-82 Annual Report
(NACME)
in Engineering, Inc.
45
Mathematics and Science for Minority Students Program
(MS)2, Directors Report 1984
Minorities in Engineering: A Blueprint For Action, Planning
Comrrmission for Expanding Minority Opportunities in Engineering:
The Chatham Summer Study on Pre-Engineering Education, Report
of the Steering Committee, Alfred P.Sloan Foundation, New
York, 1975
Morning,
C.,
Mullins,
R.,
Factors Affecting_ITe
Penick B.,
Part i:ipgat ion and Per formanc:e o:f Minorities in
Ford Foundation,
Pr e-Ccilege
Councii
City,
New York City,
N.Y.:
November
Mathemat ic's,
1980 Revision
The National Action
gramDir ectory _184,
New York
Engineering Inc., (NACME)
August 1984
r
for Minorities in
N.Y.
"Professional Women and Minorities"
Service (Washington, D.C.: Scientific
Washington, D.C.,May 1975.
Manpower Data Resource
Manpower Commission,
-hild, A Report of the National
meric
---Savingg------fri
Inc., Task Force on
Alliance of Black School Educator 's,
Black Academic and Cultural Excellence:, Washington, D. C.
November 1984
Science andEngineeringfo'rthe 1980's andBeyond by the
National Science Foundation and the Department of Education,
1980
Washington, D. C.,
on Women and Minority Students in Engineering"
"Statistics
Report prepared by the Engineering Manpower Commission of
Engineers Joint Council (New York: A.P.Sloan Foundation,
(April 1974)
Terry J.,"Hgw_Highiand_ Low Exgectat ions Can Be Communicated
by the Teacher's and Staff of Project
in the _lassrgm:"
STILE, Harvard School of Education, Cambridge, Ma. 1975
The Retenticgn of Miiority_ EngineeringStudenig, Report on
the 1981-1982 National Action Council for Minorities in
1982
New York City, N.Y.,
(NACME),
Inc.,
Engineering,
46
U.S.
Bureau of
U.S.Bureau
Quarterly,
Census:1970 Report
of Labor Statistics,
Spring 1984
Occupational
Outlook
Weiss,Carol H., EvaluatingAction Proramrs LReadingsin_
Social Action and Education, Boston, Allyn and Bacon,
1972
Williamson, etal The Research _CraftAL AIntroduction
Research MethgdsLLittle Brown and Company, 1982
Women and Minorities in Science and Engineering,
Science Foundation, 1962
47
Inc.,
toSocial
National
Appendix A
Profile
of
Interviewees
Interviewees
synopsis of the thesis concept.
receipt of a brief
the interviews
study agreed to be interviewed after
for this
85% of
Telephone interviews
were conducted on site.
were used to contact prior pre-college students and parents
Twenty-five of the interviews were high school studentsthree
and one former
college,
Five were program
and two assistant administrators,two program
directors,
coordinators,
cne program secretary and one college admissions
Five instructors were interviewed,
officer.
female.
were
college student.
three male and two
Two board members and two corporate givers interviewed
from industry.
Finally,
three single parents and two parents
at home were
with both husband and wife living
interviewed.
Program_Administrators
Program directors interviewed were predominately male,
black,
and between the ages of 30 -
female associate director.
white male director.
The
50.
One program had a
(MS)2 program had the only
All program directors and assistants
(with the exception of one who was finishing credits for
graduation)
education
were college educated and had worked
field
an average of one to five
48
years.
in
the
Staff
(program
personnel
female and had been with
evenly divided between male and
the program at
The one admissions officer
least two years.
university for
had been with a major
(freshman)
interviewed
) were
secretary and coordinators
ten years.
St udents
students interviewed
The high school
were from two
and
main sources:the Boston and Cambridge public schoo:ls,
public
(14)
fourteen
between the ages of
and nineteen
nine through twelve.The majority had definite
to attend college,
to enter
from the south
committments,
and/or math related
Boston area who were former
industrial
plans
about
Students
the program.
students in
These students,
of the country were recruited
junior majoring inc
and/or
The students
attending college in
Three students currently
majjoring in
fields.
especially the nineth grade students.
had an average of two years in
a
goals
more hestitant
shore were a little
were also interviewed.
grades
in
(19)
the students from Boston deciding early
with
engineering
They were
miles south of Boston.
high schools sixty
four
for
the
a pre-college program
from different
the (MS)2
program.
computer science and the other
sections
One was
two were
engineering.
Instructors
The majority of the instructors came from the public
49
system.
school
all
of the five instructors interviewed,
However,
were associated and recruited
The
industry.
(MS)2
from private
for programs
teaching staff
internal
its
program utilized
supplemented with teaching assistants from major universities.
The MassPep program recruited nationally for
session in
contrast
teachers were
six week summer
its
to the academic year when public school
instructors.
Parents
Parents interviewed were
for at
each had been
involved with the pre-college experience
least two years and had had positive experiences with
the programs.
not being
directors.
jobs.
their
With the exception of one
of couples agreed to be interviewed.
parent,
generally in
Three single parents and two sets
to early forties.
thirties
(guestirmate)
fully
however,
Half of the parents felt,
utilized
Both single and two-parent
desire to get a good education
limited English their
families held
full-time
English but were adament
for
their daughter.
in
participation
they were
acknowledged by program
a statement
One family spoke little
that
in
their
Because of
the program was minimal.
Board Members
Two board members were interviewed.
man
in
the City and the other works for
50
One is
a small business-
a Fortune
five hundred
company as an engineer.
white and one black,
for at
least
to raise monies
and had been
years.
five
for
Both were male in
late
their
involved in
the pre-college experience
Their primary goal as board members
the program
They were both positive in
programs were necessary and
their
from
belief
industry and
that
one
fifties,
was
foundations.
pre-college
" product oriented."
Admissions Officer
The admissions officer
was both a product
interviewed was selected because he
of pre-college program
(Hampton
Institute,
Virginia)
and because of his ten year experience as a freshman
recruiter
for
MIT.
51
Appendix
B
Interview Questions
How did you become involved in
(name)
today than you did
Are you doing anything different
say one year ago?
Were there any surprises you weren't
recruitment
What
is
your
What
is
your recruitment
program.
prepared
process for students?
process for
instructors.
How is your program funded. Are you actively
in the raising of monies and how.
any)
(if
involved
to overcome?
difficult
What problems have been the most
What are the rewards
If none, why not.
for.
your program?
about
How many of your students go on to college?
math?
In engineering?
How has the advent of students part-time employment
in the program?
participation
affected their
How has extra-curricular
activities?
What services does your program provide to students?
Students:
Questins for
How did you hear about
How
long have you been
of program.
(name)
program.
in
Do you think/know that your grades have improved since
joining? How do you know.
(name)
What
do you like
best about
What
do you like
least?
What
subjects are you confident
program.
Why
Why.
in
taking exams in.
Why
What grade were you in when you started studying math?
How long have you been taking math?
Algebra?
Who do you admire the most?
What
does this
Why?
person do for a living?
Why?
What are your career choices?
have you made towards the future?
52
What
kinds of plans
Appendix C
MATHEMATICS
(MS)2
AND SCIENCE
FOR MINORITY STUDENTS
(MS)2 is an academic summer program conducted by
in mathematics and
Academy in Andover, Ma.,
Phillips
Established in 1977 in
science for minority students.
response to a growing awareness that Black, Hispanic and
Native American people are acutely underrepresented in the
professions (MS)2 aims
medical, engineering, and scientific
to supplement the work of the high schools and help
students develop competence and self-confidence fo:'r the
demanding college courses in science and mathematics that
are crucial for work in the technical professions.
Academy
In 1974, the Headmaster and others at Phillips
recognized that minority students were not being adequately
prepared to face the challenges of mathematics and
Evidence strongly indicated that an
careers.
scientific
foundation in math is mandatory for success in
early solid
as is a nurtured curiosity
fields
mathematic and scientific
working with high
that
was also felt
It
for science.
school youth would challenge the school system to:' improve
The concern of these individuals led
curriculum.
their
Certain results from
of the (MS)2 program.
to the origin
results:
positive
produced
has
of thinking
train
this
mathematics offerings
A Chicago school has enlarged its
the performances of
utilizes
while a New York City school
of their
effectiveness
their (MS)2 students to assess the
Teachers
The Andover-Dartmouth
mathemtiics curriculum.
when after observing the
evolved from (MS)2,
Institute
Academy with a grant from
success of the program, Phillips
the Ford Foundation decided to pioneer the idea of helping
teachers better prepare themselves to teach
inner city
higher level mathematics.
The (MS)2 program challenges scholars to work hard,
Second, the
of a solid work ethic.
with the installation
an academic,
providing
by
self-confidence
prcgram nurtures
work and
to
learn
to
students
for
majoritive environment
subject
to
students
exposes
program
the
achieve. Third,
are not
many,
for
which,
matter and laboratory facilities
from
stemming
rewards
Finally,
available at home schools.
their
to
back
take
students
momentum that
the positive
respective home schools takes on new, refreshing and
The (MS)2
incentives for their teachers.
vitalizing
only stands to
situation
this
that
program feels confident
better the hoimme school environment.
53
Emphasis is placed on deepening the students'
understanding of fundamental concepts while at the same
to employ basic techniques.
time strengthening the ability
the program's
Homework assignments are substantial;
have high
faculty
and
students
both
assures
selectivity
each
in
ished
accormpl
be
to
expectations for the work
trips,
field
of
series
a
provides
program
The
course.
a
brings
and
scholars
year
third
to
counseling
college
mathematics
in
involved
professionals
minority
of
number
and science to the campus.
twenty-two hours a week
spend at least
(MS)2 students
of mathematics and
hours
ten
or
nine
least
At
in class.
hours of English (except for
science each week, three
who are exposed to the college
third-summer scholars,
admission process). The average time for homework is
(MS)2 scholars are
between four and five hours per night.
of 6
Academy's rigorous scale
graded according to Phillips
and afternoon activities
trips
Lectures, field
to 0.
quickly learning
with students
complement academic rigors
time management.
for
were available
Six (MS)2 teaching assistants
review sessions.
or full class
one-on-one tutorials
visitors
distinguished
trips,
College counseling, field
(for example, Dr. Kenneth Manning, Professor of the History
of Science at MIT) address students, providing strong role
this
(MS)2 believes
Andover.
Phillips
models from outside
and
important to the scholars both in intellect
is
sel f-image.
Courses are for the most part taught by Phillips
Five in mathematics, two in biology, two
Academy faculty.
and one
in English, one in chemistry, one for probability
year mechanics, and
one for third
year analytics,
in third
counselor are part of the regular staff.
a college
For
information:
further
Mathematics and Science for
Program Secretary
Academy
Phillips
01810
Andover , MA.
Ext.293
)(617) 475-3400
Minorty Students
(MS)2
pre-NUPRIME:_NORTHEASTERN UNIVERSITY PROGRESS IN
MINORITY ENGINEERING
pre-Nuprime is a pre-engineering program designed to
students find out about engineering as a career. It
let
needed for an engineering program
the skills
helps sharpen
puts students in touch with people
in college, and it
of engineering.
already in the field
pre-Nuprime is a local, practical and very successful
program established by Northeastern University of Boston
in cooperation with Sippican Ocean Systems, Inc., of
Marion.
for but not limited
The program is especially designed
to minority high school students in Marion, Wareham,
Rochester and Mattapoisett (Massachusetts).
The Sippican/Northeastern pre-Nuprime program began
has become one
Since then, it
in the spring of 1979.
of the most successful minority pre-engineering programs
pre-Nuprime began
in the northeastern United States.
with just six students. Classes were held in a conference
Today, more than thirty
room at Sippican Ocean Systems.
With financial
students benefit from pre-Nuprime.
assistance from Sippican, a number of pre-Nuprime students
have been accepted at Northeastern University's College of
Several of these students are now completing
Engineering.
work/study programs at Sippican.
their
Students attend classes one night a week for twentyThe program is designed
two weeks from September to June.
need to enter the
you will
to improve the riath skills
learn the language
Students
study.
engineering
of
field
and study habits required for academic success in
skills
a college program; receive career counselling and learn
about procedures for obtaining financing. The program
also includes various cultural and recreational activities.
Northeastern
by
administered
is
pre-Nuprime
Minority
of
Office
Engineering,
University's College of
Affairs in cooperation with representatives from Sippican.
55
For
further
information:
Northeastern University College of Engineering
pre-NUPRIME
220 Snell Engineering Center
360 Huntington Avenue
02115
Boston, Ma.
437-2156
(617)
Sippican Ocean Systems,
02738
Marion, Ma.
(617) 748-1160
56
Inc.
TO IMPROVE MATH,
(TIMES)2,
Inc.
ENGINEERING
AND SCIENCE STUDIES
Times
2,
Inc.,
is
a program designed to increase the
to
and
qualified
interested
students
of
minority
number
prepare for
careers
in
mathertics,
engineering and other
increase the number
sciences. The goal of the program is to
of Rhode Island minority students entering
and successfully
to
achieve
Times 2 attempts
completing engineering study.
this
goal
by identifying
students beginning in the seventh
academic preparation during
effective
grade, and providing
high
school. It
is a non-profit organization
supported
by
and
organizations
member
from
businesses,
contributions
foundation
grants.
Membership on the board of directors is
businesses and companies currently engaged
limited to those
groups
and
and
the sciences,
community
in
engineering
assistance and help in
Technical
professional societies.
program development is provided by NACME.
families
and their
The program offers services to youth
at no cost.
Teachers receive assistance in
the development
development
career education activitiesand
of
curriculum,
of methods for applying
classroom
learning
experiences to
the solution of engineering problems.
Times 2, Inc., was started by the Rhode Island
study spearheaded
Urban Project. In 1978 a feasibility
by representatives from major industry, community members
of
was
undertaken
to studythe possibility
and
educators
expansion.
Implementation of pilot
programs
began in 1979
Middle
Stuart
and
Gilbert
Regional
McVinney
at
Bishop
School
in
Providence, and the Thompson Jr. High School
in
to fully
school
committee
voted
Newport.
In
1980,
the
implement
the program into the above schools; between
1981
and 1983, six schools were added to the program.
Times
2,
Inc.,
has a
member
board
comprised
of
organizations
with
an
open
twenty-five
businesses
and
process for membership, with
an
executive
c ormi t tee
that
time executive
monthly.
The program employs a full
meets
director and secretary.
Teachers
are
recruited
from
the
involved in the program. Each participating
publ ica
schools
school
has an active operating
committee
who
coordinate
develop
and
helps
budgets,
allocates
2 projects,
Times
programs.
Times
2
receives
program
and
financial support as a
direct result of contributions from member organizations
and foundation grants and from Providence College and the
2 students
Times
In addition,
University of Rhode Island.
are
involved in university sponsored activities
during
the
academic year and summer tutorials.
The program utilizes
employment outreach in the form of
with
internships
and
apprenticeship
emp 1 oyment,
summer
participating
businesses, educational and corporatioins
College counselling is an
for students in the program.
integral component of the program.
For
further information:
Times 2, Inc.
480 Charles Street
Room 301
Providence, Rhode Island 02904
(401) 421-8276
58
MASSACHUSETTS
PRE-ENGINEERING
PROGRAM
(MASSPEP)
for
(MassPep)
Program
Pre-Engineering
Massachusetts
minority students is
an
educational
program whose purpose
in
youth
minority
and qualify
motivate
to
identi fy,
is
grades
7
through
i2
for
college
study
leading
to
to
feels
this is the key
MassPep
careers.
engineering
increasing the number of engineers tomorrow.
In 1977, members of the Urban League of Eastern Massachusetts
and the General Electric (GE)
Foundation
met
tc:
to
programs
up
summer
of
setting
prospect
discuss the
involve
inner-city
minority
youth
with
local
technical
::af
formed
composed
group
was
A planning
institutes.
representatives
from
the
Museum
of
Science,
Boston and
and
colleges
engineering
school s,
public
Cambr i dge
studied
groups
who
industry, and community
universities,
independent,
that
an
and
recommended
the
possibility
non-profit agency be etablished.
of
these
a
result
in
1978
as
formed
was
MassPep
program began operating out
1979,
the
efforts.
In January
of
Technology.
provided by Wentworth Institute
of
offices
as
an
incorporated
became
MassPep
1980,
In
January
independent non-profit organization.
minority
is
to
help
the organization
The
goal
of
in engineering.
careers
students on the road to successful
of
team consisting
school
has
a
planning
Each
MassPep
guidance
a
and
mathematics, science, and English teachers
and
One of the team members acts as coordinator
counselor.
for developing and implementing the program
is
responsible
Through these team efforts, activities,
in his/her school.
developed to motivate and
have been
projects and programs
Also,
to show
interest minority students in engineering.
gained in the classroom is applied
knowledge
how
students
in a work environment, practical
learning
experiences
are
school has access to a variety of
MassPep
Each
offered.
These"
link
up"
organizations.
and
government
business
trips,
speakers,
field
provide
organizations
to
the
As a supplement
and
role models.
demonstrations,
at
held
are
programs
learning
year, accelerated
school
university
campuses during the summer and Saturdays.
are selected from the public schools of Boston
Students
Boston
Latin,
Boston Latin
and Cambridge.
These
include
High
Boston Technical, Mario Umana, Jamaica Plain
Academy,
School, and Cambridge Rindge and Latin.
59
cultural
groups,
community
by
supported
is
MassPep
engineering
industries,
technology
high
institutions,
by
funded
is
It
systems.
and public school
colleges,
businesses and charitable foundations.
For
further
information:
Massachusetts Pre-Engineering Program
Minority Students (MassPep)
of Technology
at Wentworth Institute
Avenue
Huntington
550
02115
Boston, Ma.
(617)427-7227
60
for
Appendix D
TABLE 1
Black
Freshman
Enrollment
Black
Undergraduate
Enrollment
Year
Bachelor's
Degree
Granted
'Black Engineers
Percent
Attrition
1969
977
1970
1424
3753
314
378
1971
1289
4136
407
1972
1477
4356
579
1973
1684
4869
657
32.7
1974
2447
6319
756
46.9
1975
3840
8389
734
43.1
1976
4372
9828
777
47.4
1977
4728
11,388
844
49.9
1978
1979
5493
12,954
894
63.5
6339
14,786
1,076
71.9
1980
6661
16,181
1,320
69.8
1981
17,611
1,445
69.4
1982
7015
6715
17,598
1,646
70.0
1983
6342
17,817
1,862
70.6
2,022
69.6
2757
1984
SOURCE: 1983/84 National Action Council for Minorities in Engineering Annual
Repart
Note #1:
Legend* -'977 -657
977
320
= 32.7%
-w
Note #2: The camparison of freshman enrollment figures to engineering graduates
is inaccurate to the extent that the number of transfe students entering engineering
schools with advanced standing has not been identified. However, figures indicate
that retention is a serious problem.
Note #3: Inaccurancies were also discovered in the Engineering Manpower Commission
(EMC) infarmation reported on Minority and Black freshman enrollments in NACME
1983/84 Annual Report when ccrnpared with the report of Thomas E. Ford (Minorities
in Engineering, 1981)
61
TABLE, 2
Full-time Freshmen Engineering Enrollments
Total
Minority
Students
Minorities
% of Total
Total
Freshmen
Women
Bfacks
Hispanics*
American
Indians
1973
1974
2.417
4,266
2,130
2,848
790
1,068
67
102
2,987
4,018
5.75
6.3
51,920
63,440
1975
1976
1977
6,730
8,543
9,921
3,840
4,372
4,728
1,384
1,766
2,121
120
171
244
5,344
6,309
7,093
7.1
7.7
8.0
75.343
82,250
88,780
1978
1979
11,789
14,031
5,493
6,339
2,662
3,136
225
317
8,380
9,792
8.7
9.4
95,805
103,724
Fall
Source: Engineering Manpower Commission
*Excludingthe University of Puerto Rico
Total B.S. Engineering Degrees and Those Awarded
to Women and Minorities, 1979-1980
Minorities
as a %
of Total
Year
Women
Blacks
Hispanic*
American
Indians
1973
1974
1975
624
744
878
657
756
734
566
640
685
32
31
44
1,255
1,427
1,463
2.9
3.4
3.8
43,429
41.407
38,210
1976
1977
1978
1.378
1,961
3,280
777
844
894
680
658
734
41
36
37
1,498
1,538
1,665
3.9
3.8
3.6
37,970
40,095
46,091
1979
1980
4,716
5,680
1.076
1,320
808
1,003
59
60
1,943
2,383
3.7
4.0
52,598
58,742
*Excludingthe University of Puerto Rico
Total
Minority
Total
Source: Engineering Manpower Commission
/19,
62