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dc.contributor.authorRobles, Hanami
dc.date.accessioned2019-06-11T16:58:27Z
dc.date.accessioned2020-08-04T15:40:59Z
dc.date.available2019-06-11T16:58:27Z
dc.date.available2020-08-04T15:40:59Z
dc.date.issued2019-05
dc.identifier.urihttp://hdl.handle.net/20.500.12648/1420
dc.description.abstractAfrican Americans, Mexican American/Latino, and Native American/Alaska Native students have historically been considered a minority in the United States. However, their population growth and influence in the nation is unproportioned to their growth in the fields of science, technology, engineering, and mathematics (STEM). The amount of students graduating from undergraduate school is even lower than those enrolled. Underrepresented students do not only take into account the individual’s race and ethnicity, but also the individual’s gender. The gap created by the lack of diversity in universities is a potential dilemma to the nation as a whole. This study will look into understanding diversity in STEM fields as well as practices implemented in schools that are effective in being inclusive and increase the rates of degree attainment from minorities in STEM majors.en_US
dc.language.isoen_USen_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectMechanical engineeringen_US
dc.subjectSTEMen_US
dc.subjectMinoritiesen_US
dc.subjectUnderrepresented studentsen_US
dc.subjectResearch Subject Categories::TECHNOLOGYen_US
dc.subjectResearch Subject Categories::TECHNOLOGY::Electrical engineering, electronics and photonics::Electrical engineeringen_US
dc.subjectResearch Subject Categories::MATHEMATICSen_US
dc.subjectStereotype threaten_US
dc.titleUnderrepresented students in STEMen_US
dc.typeThesisen_US
refterms.dateFOA2020-08-04T15:40:59Z


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