Our Promise
We engineer opportunity for minorities in STEM.
Our Mission
The purpose of NACME is to ensure American competiveness
in a flat world by leading and supporting the national effort
to expand U.S. capability through increasing the number of
successful African American, American Indian, and Latino
women and men in science, technology, engineering, and
mathematics (STEM) education and careers.
Our Vision
An engineering workforce that looks like America.
Our Belief
Diversity drives innovation.
Our Purpose
Through partnerships with like-minded entities, we serve
as a catalyst to increase the proportion of African American,
American Indian, and Latino women and men in STEM
careers. We inspire and encourage excellence in engineering
education and career development toward achieving a
diverse and dynamic American workforce.
Shaping an American STEM workforce
where diversity drives innovation
and global competitiveness
2013 NACME
Data Book
2011
2011
2010
2010
2009
2009
35.6
35.6
17.5
17.5
41.0
41.0
19.5
47,131
19.5
47,131
53,608
53,608
14,102
14,102
11,897
11,897
A Comprehensive Analysis of
the “New” American Dilemma
National
NationalAction
Action Council
Council for
for Minorities
MinoritiesininEngineering,
Engineering,Inc.
Inc.
1
Dear Colleague,
W
e are pleased to release the 2013 NACME Data Book, the most
CD Presentation Decks
authoritative source on the state of underrepresented minority
group (African American, American Indian, and Latino) participation in
engineering education and careers.
The year 2014 marks NACME’s 40th Anniversary.
DECK 1
Increasing Diversity of
the U.S. Population
Throughout its nearly four decades of operation,
DECK 2
NACME has been committed to fostering research-
Pre-College Educational Challenges
based changes in policies and practices to raise
awareness and promote discussion on the critical
national imperative to increase diversity with equity
in engineering education and careers. Data is the
coin of the realm in energizing this discussion. We are
proud that our data and analysis have been cited by
colleagues in K-12 education, higher education, government, and business,
and have appeared in prestigious academic journals, books, technical
reports, and websites.
The 2013 NACME Data Book is designed to be accessible and useful
to researchers, policymakers, and others. This document consists of an
DECK 3
Enrollment and Persistence
in Engineering
DECK 4
Engineering Degrees in the U.S.
DECK 5
U.S. Engineering Workforce
DECK 6
40 Year Trends, 1974 to 2014
overview and a CD containing six data decks complete with PowerPoint
slides. The flexible format will permit users to customize the data for their
own presentations and reports.
Please let me thank you for joining NACME in the commitment
to shape an American STEM—science, technology, engineering, and
mathematics— workforce where diversity drives innovation and global
competitiveness. We urge you to use the data in the 2013 NACME Data
Book to make the case that the solution to America’s competitiveness
problem is to activate the hidden talents of young women and men who
have traditionally been underrepresented in STEM careers—African
Americans, American Indians, and Latinos.
Cordially,
Irving Pressley McPhail, Ed.D
President and Chief Executive Officer
NACME, Inc.
2
2013 NACME Data Book
Authors:
The 2013 NACME Data Book was completed by:
Christopher Smith, NACME Director of Research and
Program Evaluation; Amanda Lain, NACME Consultant;
and Lisa Frehill, former NACME Director of Research,
Evaluation, and Policy. The authors are grateful for
comments provided by the NACME Research and
Policy Advisory Council: Linda S. Hagedorn, Iowa State
University; Shaun Harper, University of Pennsylvania;
Etta Hollins University of Missouri – Kansas City; Gary
S. May, Georgia Institute of Technology; Jose Moreno,
California State University, Long Beach; Watson Scott
Swail, Educational Policy Institute; and Bevlee A. Watford,
Virginia Polytechnic Institute and State University.
Cover photo right, Bechtel Corporation
© 2013 NACME, Inc.
2013 NACME Data Book
A Comprehensive Analysis of the “New” American Dilemma
The National Action Council for Minorities in Engineering, Inc. (NACME) was founded by a group of prescient corporate
executives who understood that the lack of diversity in the science, technology, engineering, and mathematics (STEM)
fields imperiled business growth and threatened to suppress our nation’s competitive edge. This issue was pervasive,
seen in all levels of education and the workforce. In 1977 (the first year that data is available by race in the Integrated
Postsecondary Education Data System (IPEDS)), underrepresented minorities (URMs – those who are African American,
American Indian, or Latino) earned only 2,810, or 5.7 percent, of all engineering bachelor’s degrees. The engineering
workforce was strikingly homogenous as a result.1
T
oday the vision of creating an engineering
workforce that looks like America is slowly being
realized. URMs earned 9,736 engineering bachelor’s
degrees in 2011, which represents 12.5 percent of the
overall total. URMs also comprised 10.9 percent of
the overall engineering workforce in 2010, which is a
significant increase from years past, starting in 1999.
Despite these gains, more work is needed to diversify
the engineering pathway.
The following data shows that preparation is a major issue
for URMs on the elementary and secondary levels. URM
students who are enrolled in undergraduate institutions
have lower retention and graduation rates compared to
their peers. The statistics in these domains are even more
alarming for URM women. As NACME celebrates its 40th
anniversary in 2014, this comprehensive study of statistical
trends in education and the workforce demonstrates how
far URMs have come since 1974, and how far they still
have to go in this field.
increase. The percentage of African Americans, American
Indians, and Alaska Natives is expected to remain relatively
constant, while the percentage of Caucasians is expected
to significantly decrease.
These shifting demographics are evident in the 2012
U.S. population (see Figure 2). While Latinos comprise
17.0 percent of the overall population, they represent
20.7 percent of 18-24 year olds, and 23.2 percent of those
between ages five and 17. URMs represent 30.0 percent
of the overall population, 36.4 percent of college-aged
students, and 37.9 percent of elementary and secondary
school-aged students.
Figure 1.
Changing Demographics of the U.S.
17.0%
DECK 1
Increasing Diversity of the U.S. Population
The data in this deck provides a general picture of the
overall U.S. population, and the elementary, secondary,
and post-secondary population, by ethnicity. Figure 1
compares the U.S. Census Bureau’s population totals
in 2012 to their projected population figures in 2050.
By 2050, there will no longer be a majority race. The Latino
population is expected to continue to grow rapidly, while
the percentage of Asian Americans and Americans who
identify with two or more races is expected to slightly
26.8%
12.3%
63.0%
48.2%
12.8%
5.1% 0.7%
1.9%
2012
7.3%
4.2%
0.8%
2050
n Latino n African American n American Indian/Alaska Native n Asian/Native Hawaiian/Pacific Islander
n Two or more races n Non-Latino
Sources: NACME analysis of National Population Projections from U.S. Bureau
of the Census, 2013.
Data on race and ethnicity in the engineering workforce is not available for
this time period.
1
National Action Council for Minorities in Engineering, Inc.
1
Figure 3.
2012 Mean SAT Math Score by Ethnicity
0.7%
5.1%
1.9%
17.0%
12.3%
63.0%
Figure 2.
U.S. Population, 2012
700
595
600
0.9%
5.0%
2.4%
20.7%
14.8%
56.2%
U.S. Population
400
300
0.9%
4.7%
3.6%
23.2%
13.9%
U.S. 18-24 Year Olds
53.8%
500
U.S. 5-17 Year Olds
200
536
489
428
465
452
516
514
Other
All
461
New Art
Figure 3
100
0%20%40%60%80%100%
n Non-Latino n African American n Latino
n American Indian/Alaska Native
Sources: NACME analysis of National Population Projections from U.S. Census
n Asian/Native Hawaiian/Pacific Islander n Two or More Races
Bureau
Source: NACME analysis of National Population Projections from U.S. Bureau
of the Census, 2013.
0
American Asian,
Black or Mexican
Indian/
Asian
African
or
Alaska American, American Mexican
Native or Pacific
American
Islander
Puerto
Rican
Other
Hispanic,
Latino,
or Latin
American
White
Sources: 1) College Board. (2012). 2012 College-Bound Seniors: Total group
profile report. New York, NY: The College Board.
Source: College Board, (2012). 2012 College-Bound Seniors: Total Group
Profile Report. New York, NY: The College Board.
DECK 2
DECK 3
The diversifying U.S. population makes it clear that the
key to America’s future global competitiveness in STEM
is engaging underrepresented populations at all stages
of the educational pathway. The data in this deck details
the educational preparation of students prior to college.
The low representation of URMs in STEM can be traced
to the elementary and secondary school levels. Fifteen
percent of Latinos and 8 percent of African Americans
between the age of 16 and 24 drop out of high school,
compared to 5 percent of non-Latino White students.
URMs are also underprepared in core STEM curricula,
as only 8.6 percent of Latinos and 6.1 percent of African
Americans take calculus versus 42.2 percent of Asian
students and 17.5 percent of non-Latino Whites (Snyder
and Dillow, 2012). These patterns are reflected in the
low SAT math scores achieved by URM students. Figure
3 details the mean SAT mathematics scores in 2012
by ethnicity. While the average score was 514, African
American students averaged 428, Puerto Rican students
averaged 452, Mexican American students averaged
465, other Latino students averaged 461, and American
Indian/Alaska Natives averaged 489.
The data in this deck details the enrollment and persistence
patterns in colleges of engineering across the country. The
percentage of Latinos who complete high school and enroll
in college is lower than the percentage of African Americans
and Whites who complete high school and enroll. Latinos,
African Americans, and American Indian/Alaska Natives
also have the highest enrollment in two-year institutions
after high school, which can be attributed to several
factors, including cost, accessibility, and location (Santiago,
2008). In addition, a low number of URMs intend to enroll
in engineering upon matriculation. In 2010, only 9.3 percent
of Latino students, 7.4 percent of African American students,
and 5.6 percent of American Indian/Alaska Native students
planned on majoring in Engineering, according to the
National Science Board’s Science and Engineering
Indicators 2012.
Pre-College Educational Challenges
2 NACME
2013 NACME
2011 Data
DataBook
Book
Enrollment and Persistence in Engineering
Figure 4 details the persistence patterns of students
who enrolled in college and majored in computer science,
engineering, or engineering technology. A large sample
of students who first enrolled in the 2003-04 school
year were tracked after six years. While 72.8 percent
of Asian Americans and 63.7 percent of non-Latino
Whites completed their degree in this time frame, only
52.3 percent of Latinos and 31.2 percent of African
Americans were able to do so.
Figure 4.
Retention to Graduation, Computer Science, Engineering, and
Engineering Technology, 2003-04 First-Year Students as of 2009
100%
80%
10.2%
2.1%
31.0%
60%
16.3%
40%
21.5%
14.8%
5.5%
8.3%
18.1%
19.8%
72.8%
63.7%
52.3%
20%
Rank
9.9%
22.4%
1
Institution
University of PR Mayaguez Campus
Degrees
Earned
by URMs
502
n Left Without
Credential
2
Universidad Politecnica de Puerto Rico383
nC
ompleted
Associate’s
or Certificate
3 Florida International University282
n Still Enrolled
nC
ompleted
Bachelor’s
31.2%
Table 1:
Institutions that Awarded the Most Engineering
Bachelor’s Degrees to URMs, 2011
4
University of Florida
227
5 Georgia Institute of Technology, Main Campus200
6 University of Texas at El Paso187
7
Texas A&M University Main Campus
174
8 University of Central Florida146
0%
African
American
Asian
American
Latino
NonLatino
White
Source: NACME Analysis of Beginning Postsecondary Students Longitudinal
Study using National Center for Education Statistics’ PowerStats, June 2011.
9 University of Texas at Austin144
10 North Carolina Agricultural & Tech State University142
Note: NACME Partner Institutions are highlighted in blue.
Sources: NACME analysis of Integrated Postsecondary Education Data System
(IPEDS) data accessed via National Science Foundation’s WebCASPAR database
system, June 2013.
DECK 4
Engineering Degrees in the U.S.
DECK 5
This deck displays the degree outcomes for bachelor’s,
master’s, and doctorate students in engineering. Table 2
presents a detailed analysis of the ethnicity and gender of
students at all three levels of education. Underrepresented
minorities comprised only 12.47 percent of the total
engineering bachelor’s degrees recipients in 2011. They
also comprised 7.19 percent of engineering master’s
degree recipients, and 3.98 percent of engineering
doctoral graduates. These numbers are particularly
miniscule for underrepresented minority females, who
earned 2.94 percent of bachelor’s degrees, 1.96 percent
of master’s degrees, and 1.23 percent of doctorate
degrees in engineering.
All of the patterns seen in the previous figures have
a cumulative impact on the engineering workforce.
This deck highlights the presence of underrepresented
minorities in academia, and separately, in the STEM
workforce. URM faculty are rarely seen at colleges of
engineering throughout the country, as they represent
slightly more than 6 percent of all engineering faculty
members. Figure 5 details the progression of URMs
in the engineering workforce over time. While URMs
comprised only 10.9 percent of the engineering workforce
in 2010, this represents growth from 1999, when they
comprised 6.3 percent.
It is clear from these numbers that universities across the
country are having difficulty in recruiting and graduating
URMs in engineering. The institutions that awarded the
most engineering bachelor’s degrees to URMs in 2011 are
profiled in Table 1. Those institutions which are highlighted
in blue are NACME Partner Institutions, which serve as
models of best practices in developing an environment
that supports diversity and recognizes the academic
achievement of all students.
U.S. Engineering Workforce
DECK 6
40 Year Trends, 1974 to 2014
This deck highlights the growth of URM representation in
engineering education and the engineering workforce over
the past 40 years. The overall U.S. population has grown
from 203.2 million in 1970 to 313.9 million in 2012. While
the percentage of African Americans and American Indians
in the population has only grown slightly in that time, the
percentage of people who identify as Latino has sharply
National Action Council for Minorities
NACME
in Engineering,
2011 Data Book
Inc.
3
Table 2.
Engineering Degrees in the U.S., 2011
2011
Bachelor’s
Female
Underrepresented Minorities
Male
Total
Retention to graduation in engineering, computer science
and engineering technology continues to be a significant
problem, especially for African American students.
Master’s
Doctorates
Female
Male
Total
Female
Male
Total
2,299 7,437 9,736
810
2,157 2,967
104
234
338 (2.94%)
(9.52%)
(12.47%)(1.96%)
(5.23%)
(7.19%)(1.23%)(2.76%) (3.98%)
African American 809
2,288 3,097
(1.04%) (2.93%)(3.97%)
364
816
1,180 (0.88%)(1.98%)(2.86%)
56 85 141
(0.66%) (1.00%) (1.66%)
Latino
1,407
4,910 6,317 (1.80%) (6.29%)(8.09%)
431
1,278 1,709
(1.04%)(3.10%)(4.14%)
47
135
182
(0.55%) (1.59%) (2.15%)
American Indian/
Alaska Native
83
239 322
(0.11%) (0.31%) (0.41%)
15
63
78
(0.04%) (0.15%) (0.19%)
1
(0.01%)
All Other U.S. Citizens 11,295 51,817 63,112
and Permanent Residents (14.46%) (66.35%)(80.81%)
4,452 16,47620,928
(10.78%)(39.91%)(50.70%)
816 2,560 3,376
(9.62%) (30.18%) (39.80%)
Total U.S. Citizens
13,594 59,254 72,848
and Permanent Residents (17.41%) (75.87%)(93.28%)
5,262 18,63323,895
920 2,794 3,714
(12.75%)(45.14%)(57.88%) (10.85%) (32.94%) (43.79%)
Temporary Residents
1,064
4,187
5,251
(1.36%) (5.36%) (6.72%)
4,077 13,310 17,387
(9.88%) (32.24%)(42.12%)
GRAND TOTAL
14,658 63,441 78,099
(18.77%) (81.23%) 78,099
9,339 31,94341,282
1,899 6,583
(22.62%) (77.38%) 41,282
(22.39%) (77.61%)
14
(0.17%)
15
(0.18%)
979
3,789 4,768
(11.54%) (44.67%) (56.21%)
8,482
8,482
Sources: NACME analysis of Integrated Postsecondary Education Data System (IPEDS) data accessed via National Science Foundation’s WebCASPAR database system, July 2013.
6%
Figure 6.
Bachelor’s Degrees in Engineering Earned by URMs, 1977-2011
(n=187,685)
5.6%
5.2%
5%
5.4%
7,000
6,000
4%
3.4%
3%
3.4%
2.6%
3.1%
2.6%
2%
1%
0.3%
0%
1999 (n=1,708,700)
0.3%
2000 0.2%
2008 0.3%
2010
(n=1,475.610)
n African American n Latino n American Indian
Sources: 1) Science and Engineering Indicators 2012; 2) U.S. Census Bureau,
2006-2010 American Community Survey; and 3) National Science Foundation,
National Center for Science and Engineering Statistics, Scientists and Engineers
Statistical Data System (SESTAT) (1993–2008), http://sestat.nsf.gov.
4
2013 NACME Data Book
Number of Degrees
Percent of Engineering Employees
Figure 5.
Engineering Workforce by Race/Ethnicity: 1999-2010
n Latino Sum: 104,347
5,000
4,000
n African American Sum: 76,144
3,000
2,000
1,000
n American Indian Sum: 7,194
0
1977198519901993 199619992002200520082011
Source: NACME analysis of Integrated Postsecondary Education Data System
(IPEDS) data accessed via National Science Foundation’s WebCASPAR
database system, July 2013.
Figure 7.
Bachelor’s Degrees in Engineering Earned by Gender and Race,
1977-2011 (n=1,833,606)
Figure 8.
NACME Partner Institutions
3%
1%
6%
Northeast
8%
13%
69%
n URM Women
n URM Men
n Non-URM Women
n Non-URM Men
n Foreign Women
n Foreign Men
Source: NACME analysis of U.S. Census Bureau, 2011.
Sources: NACME analysis of Integrated Postsecondary Education Data System
(IPEDS) data accessed via National Science Foundation’s WebCASPAR
database system, June 2013.
increased. In 1980, the first year that complete census data
was available on Latinos, only 6.4 percent of the population
identified as such. In 2012, 17 percent of the population
identified as Latino, and as seen in Figures 1 and 2, this
percentage is expected to increase in the future.
Mirroring the growth of the overall population, the number
of awarded engineering bachelor’s degrees has steadily
increased since 1977, rising from 49,677 to 78,099.
Not surprisingly, the number of bachelor’s degrees in
engineering earned by Latinos has also steadily increased
over this time, as seen in Figure 6. Since 1977, URMs have
earned 11 percent of the 1.8 million plus undergraduate
engineering bachelor’s degrees allotted. While this
percentage is increasing over time, more work is needed
to make engineering graduating classes look like America.
West
Midwest
Southwest
n Midwest
Illinois Institute of Technology
Kansas State University
Kettering University
Milwaukee School of Engineering
Missouri University
of Science and Technology
Purdue University
Rose-Hulman Institute
of Technology
University of Akron
University of Illinois at
Urbana-Champaign
University of Missouri, Columbia
University of Missouri,
Kansas City
University of Oklahoma
n Northeast
Bucknell University
Cornell University
Drexel University
Fairfield University
New Jersey Institute
of Technology
Polytechnic Institute of NYU
Rochester Institute of Technology
Rutgers, The State University
of New Jersey
Stevens Institute of Technology
Syracuse University
The City College of New York
University of Bridgeport
University of Maryland,
Baltimore County
Southeast
n Southeast
Florida A&M University
Florida International University
Georgia Institute of Technology
Louisiana State University
North Carolina A&T
State University
Polytechnic University
of Puerto Rico
Tennessee Technological University
Tuskegee University
University of Arkansas
University of Central Florida
University of Kentucky
Virginia Polytechnic Institute
and State University
West Virginia University
n Southwest
Northern Arizona University
Prairie View A&M University
University of Houston
University of Texas, El Paso
University of Texas, San Antonio
n West
California State University,
Los Angeles
California State University, Sacramento
University of Alaska, Anchorage
University of California,
San Diego
University of Colorado, Boulder
University of Southern California
University of Washington
National Action Council for Minorities
NACME
in Engineering,
2011 Data Book
Inc.
5
Figure 10.
NACME Scholars by Gender, 2012-2013 (n=1,250)
Figure 9.
NACME Scholars by Gender, 1974-2013 (n=23,574)
33%
67%
32%
68%
n Men
n Women
n Men
n Women
Figure 12.
NACME Scholars by Ethnicity, 2012-2013 (n=1,250)
Figure 11.
NACME Scholars by Ethnicity, 1974-2013 (n=23,555)
1%
1%
41%
56%
n African American
nA
merican Indian/
Alaska Native
n Latino
n Other
53%
n African American
nA
merican Indian/
Alaska Native
n Latino
n Other
40%
3%
6%
Figure 13.
NACME Scholars by Academic Discipline, 1974-2013 (n=23,517)
Figure 14.
NACME Scholars by Academic Discipline, 2012-2013 (n=1,250)
24%
31%
Electrical Engineering
Mechanical Engineering
19%
Mechanical Engineering
17%
Electrical Engineering
16%
14%
Other Engineering
Other Engineering
10%
Chemical Engineering
13%
Civil/Environmental Engineering
9%
10%
Civil/Environmental Engineering
Chemical Engineering
7%
7%
Computer Engineering
Computer Engineering
6%
5%
Industrial Engineering and Operations Research
Industrial Engineering and Operations Research
5%
2%
Biomedical/Bioengineering
2%
Computer Science/Information/Systems/Technology
6 NACME
2013 NACME
2011 Data
DataBook
Book
Biomedical/Bioengineering
3%
Computer Science/Information/Systems/Technology
NACME Scholars
NACME has provided scholarship support for URMs in
engineering since 1974. During that time, 23,718 minority
engineering students have received scholarship support
from NACME, and many of those who graduated are now
leaders in government, industry, and academia. Figures 9
through 12 detail the demographic backgrounds of these
scholars, from the 2012-13 school year, and from NACME’s
founding. Overall, since 1974, 67 percent of NACMEsupported scholars were male, while 56 percent were
African American, 41 percent Latino, and 3 percent
American Indian/Alaska Natives. In 2012-13, 68 percent
of NACME Scholars were male, while 40 percent were
African American, 53 percent Latino, and 6 percent
American Indian/Alaska Natives. Since 1974, the most
popular majors for these students were electrical
engineering (31 percent) and mechanical engineering
(19 percent), which is consistent with the pattern seen
in 2012-13, as shown in Figures 13 and 14.
Conclusion
The U.S. population is becoming more diverse each
year. By 2050, URMs will represent more than 40 percent
of the population, and there will be no majority race. The
demand for qualified STEM professionals is high, but the
supply of STEM workers to fill these positions is at risk if
underrepresented groups are not engaged in these fields.
The data featured in the accompanying decks highlight
some of the challenges that exist for URMs in the STEM
fields. URMs complete high school at lower rates than their
peers. They also score lower on their standardized test
scores, which can serve as a barrier to college admission.
The retention-to-graduation rates for URMs who do enroll
as undergraduate STEM majors are comparatively low as
well. As a result, the engineering workforce does not look
like America. However, this data also shows that progress
has been made. URMs earned nearly three times as many
engineering bachelor’s degrees, more than four times as
many engineering master’s degrees, and more than seven
times as many engineering doctorate degrees in 2011 than
they did in 1977. The engineering workforce is also
diversifying over time, though at a slower rate than the
overall population. The accompanying data decks provide
in-depth information on all of the critical issues that are
associated with URM participation in the engineering field,
and we encourage researchers, policymakers, educators,
and businesses to utilize them.
References/Sources
College Board, (2012). 2012 College-Bound Seniors:
Total group profile report. New York, NY: The College Board.
Finamore, J., Foley, D.J., Lan, F., Milan, L.M., Proudfoot, S.L.,
Rivers, E.B., & Selfa, L. (2013). Employment and Educational
Characteristics of Scientists and Engineers. National Center for
Science and Engineering Statistics, NSF 13-311.
National Center for Education Statistics, 2011.
Beginning Postsecondary Students Longitudinal Study.
Accessed online using PowerStats, July 10, 2011.
National Science Board, 2012. Science and Engineering Indicators
2012. Arlington, VA (NSB 12-01).
National Science Foundation, 2011. “Integrated Postsecondary
Education Data System (IPEDS), Completions by Race.” Accessed
online via WebCASPAR database system, June-July 2013.
National Science Foundation, National Center for Science and
Engineering Statistics, Scientists and Engineers Statistical Data
System (SESTAT) (1993–2008). http://sestat.nsf.gov.
National Science Foundation, National Center for Science
and Engineering Statistics, 2013. Women, Minorities, and
Persons with Disabilities in Science and Engineering: 2013.
Special Report NSF 13-304. Arlington, VA. Available at
http://www.nsf.gov/statistics/wmpd/.
Santiago, D. (2008). The Conditions of Latinos in Education:
2008 Factbook. Washington, D.C.: ¡Excelencia! In Education.
Snyder, T.D., and Dillow, S.A. (2012). Digest of Education Statistics
2011 (NCES 2012-001). National Center for Education Statistics,
Institute of Education Sciences, U.S. Department of Education.
Washington, D.C.
U.S. Bureau of the Census, Population Estimates Program (PEP).
Updated annually. http://www.census.gov/popest/estimates.html.
U.S. Bureau of the Census, 2011. American Community Survey
Public Use Microsample (PUMS) Data. Downloaded July 2013.
National Action Council for Minorities
NACME
in Engineering,
2011 Data Book
Inc.
7
NACME Board of Directors
NACME is grateful to the following individuals and companies for serving on our
Board of Directors.
Carlos Dominguez
Cisco Systems, Inc.
Anthony C. Neal-Graves
Intel Corporation
Howard D. Elias
EMC Corporation
Douglas M. Owen, PE, DEE
ARCADIS
Aamir Farid
Shell Oil Products U.S.
Ramanath I. Ramakrishnan
Eaton Corporation
President and CEO
Irving Pressley McPhail, Ed.D.
NACME, Inc.
William Gipson
Procter & Gamble Company
Larry Robinson, Ph.D.
Florida A&M University
Corporate Secretary
James C. Vardell, III
Cravath, Swaine & Moore LLP
Donna Gulbinski
Bristol-Myers Squibb
Company
Mark Rosenberg, Ph.D.
Florida International University
Chair
Arthur P. Burson
Merck & Co., Inc.
Vice Chair
Mark E. Russell
Raytheon Company
Mary Adamo
Consolidated Edison
Company of NY, Inc.
Margery Harris
Apache Corporation
Rodney C. Adkins
IBM Corporation
John Hill
L-3 Communications
Corporation
Mark W. Albers Exxon Mobil Corporation
William G. Hofmann
Johnson Controls, Inc.
Michael J. Barber General Electric
Christopher D. Holmes
3M
Sue Barsamian
Hewlett-Packard Company
Christopher T. Jones, Ph.D.
Northrop Grumman
Corporation
Jay Bennett
Rolls-Royce
James R. Blackwell
Chevron Corporation
Eileen M. Campbell
Marathon Oil Company
E. Renae Conley
Entergy Corporation
Marian Croak, Ph.D.
AT&T Labs
Susan M. Lewis
The Dow Chemical Company
John T. Lucas Lockheed Martin Corporation
John A. MacDonald Bechtel Corporation
Willie C. Martin
DuPont Roderick B. Mitchell
PenFed
David C. Nagel
BP America, Inc.
8
2013 NACME Data Book
Katepalli Sreenivasan, Ph.D.
Polytechnic Institute
of New York University
Randy Stashick
United Parcel Service, Inc.
Terri Timberman
Broadcom Corporation
Frederiek Toney
Ford Motor Company
John J. Tracy, Ph.D.
The Boeing Company
Charles M. Vest, Ph.D. National Academy
of Engineering
Gregory G. Weaver
Deloitte & Touche LLP
TBD
Xerox Corporation
CD Presentation Decks
This CD contains a series of PowerPoint presentation decks, which will allow you to
choose slides and include them in your presentations. Each deck is organized around
a different theme with each reviewed in this book. Supplemental decks and updates
will be made available periodically as new data becomes available.
2011
35.6
17.5
2010
41.0
19.5
2009
DECK 1
DECK 4
Increasing Diversity of the U.S. Population
Engineering Degrees in the U.S.
DECK 2
DECK 5
Pre-College Educational Challenges
U.S. Engineering Workforce
DECK 3
DECK 6
Enrollment and Persistence in Engineering
40 Year Trends, 1974 to 2014
2013 NACME
Data Book
A Comprehensive Analysis of
the “New” American Dilemma
CD
Presentation
Decks
47,131
53,608
14,102
11,897
National
© 2013 NACME, Inc.
nacme.org
Action Council for Minorities in Engineering, Inc.
3
Our Promise
We engineer opportunity for minorities in STEM.
Our Mission
The purpose of NACME is to ensure American competiveness
in a flat world by leading and supporting the national effort
to expand U.S. capability through increasing the number of
successful African American, American Indian, and Latino
women and men in science, technology, engineering, and
mathematics (STEM) education and careers.
Our Vision
An engineering workforce that looks like America.
Our Belief
Diversity drives innovation.
Our Purpose
Through partnerships with like-minded entities, we serve
as a catalyst to increase the proportion of African American,
American Indian, and Latino women and men in STEM
careers. We inspire and encourage excellence in engineering
education and career development toward achieving a
diverse and dynamic American workforce.
Shaping an American STEM workforce
where diversity drives innovation
and global competitiveness
National Action Council for
Minorities in Engineering, Inc.
440 Hamilton Avenue
Suite 302
White Plains, New York, 10601
(914) 539-4010
(914) 539-4032 Fax
nacme.org
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