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Center for Minority Achievement in Science and Technology
Center for Minority Achievement in Science and Technology
DIVISIONS
Did You Know?
› While 53% of international graduate students studied either engineering or sciences in 2006, only 16% of U.S. students did.
Graduate Enrollment and Degress, 1996-2006 (Council of Graduate Schools). 
› In the U.S. workforce women hold more than half of professional positions overall, but fewer than 22% of software engineering positions.
National Center for Women & Information Technology (NCWIT) 
› Girls comprise just 10% of all Advance Placement (AP) computer science AB exam-takers.
National Center for Women & Information Technology (NCWIT) 
› The mean GPA for African American engineering graduates was 2.5, for Hispanic engineering graduates 2.39, and for non-minority engineering graduates 2.67.
Accreditation Board for Engineering and Technology (ABET), 1990. 
› By 2010, the American population will be one-third “minority” (Hispanic/Latino, African American, Native American, Asian).
U.S. Census Bureau, 2000. 
› The shortage of highly qualified math and science teachers in the United States is projected to reach 283,000 by 2015.
National Center for Education Statistics, 2005. 
› 3 out of 10 first-year college students in the United States are placed into a remedial course.
National Center for Education Statistics, 2000. 
› The federal government spent approximately $2.8 billion in fiscal year 2004 to fund over 200 programs designed to increase the number of students in STEM fields and employees in STEM occupations and to improve related educational programs.
2006 GAO Report on Science, Technology, Engineering, and Mathematics Trends and the Role of Federal Programs 
› Women represent just 9.5% of the nearly 1.5 million bacherlor's-degreed engineers employed in the United States.
2008 Confronting the New American Dilemma: A Data-Based Look at Diversity (CPST) 
› American students ranked lower in science than their peers in 16 other industrialized nations, out of 30 countries in that category.
2006 Program for International Student Assessment 
› 70% of registered voters – approx 91 million people- believe the U.S. public education system needs to be completely replaced or changed in a significant way.
Public Agenda Survey 
› High school freshmen in public school graduating in four years, 2004-05: 74.7 percent
National Center for Education Statistics 

Professional & Social Development
In a relatively short period of time our country has progressed from a primarily industrial to technical workforce and the ability to work and thrive in this 21st Century workforce requires a diverse set of skills and expertise. Although the traditional skills of effective communication, workplace etiquette, and teamwork will remain the staples of professional development activities; in recent years, globalization has transformed the 21st century workplace ushering in the demand for “globally-conscience managers and employees” who possess international and intercultural competency.

Ensuring competitiveness and career advancement is often more difficult for minorities and women who for many years have entered into a U.S. workforce dominated by white, male STEM professionals. As a result, CMAST believes that in order for individuals of various racial and ethnic minority groups to develop a positive identity and strong sense of efficacy they must understand their own ancestral and cultural history.

The Professional and Social Development Division seeks to aid in the personal growth and career advancement of minority STEM workers by offering a variety professional and culturally-focused social development activities such as:
  • Professional Development Workshops (e.g. Effective Communication, Writing for Technical Professionals, Resume Writing, Being a Team Player, Management vs. Leadership)

  • Cultural Awareness Seminars and Activities

  • Social Responsibility and Volunteerism

  • Entrepreneurship and Intrapreneurship

  • Mentoring and Coaching