Abstract
Diversity and inclusion in science, technology, engineering, and mathematics (STEM) fields is a global issue. The challenging issues facing the world relating to STEM diversity cross national borders and require leveraging the talents of diverse constituents.1Active international efforts at inclusive talent development are being undertaken to empower persons from groups historically underrepresented in STEM communities.2,3The US National Action Council for Minorities in Engineering (NACME) reports that in the United States, African Americans are one of the most underrepresented minority groups in engineering relative to their population. This is in spite of a great deal of progress in “growing African American scientists, engineers, and technologists since the Howard University School of Engineering opened in 1910.”4The number of African Americans in engineering at all degree levels is not representative of their percentage in the US population. Table I shows a sampling of 2016 data from a National Science Foundation (NSF) survey of doctoral recipients in engineering.5Figure 1 illustrates a snapshot of African American representation in US colleges of engineering. These statistics show that African Americans remain underrepresented relative to US demographics.6–8
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