{"id":14649,"date":"2025-05-29T10:00:00","date_gmt":"2025-05-29T10:00:00","guid":{"rendered":"https:\/\/modernsciences.org\/staging\/4414\/?p=14649"},"modified":"2025-05-26T17:30:23","modified_gmt":"2025-05-26T17:30:23","slug":"inclusive-engineering-education-learning-preferences-stem-diversity-may-2025","status":"publish","type":"post","link":"https:\/\/modernsciences.org\/staging\/4414\/inclusive-engineering-education-learning-preferences-stem-diversity-may-2025\/","title":{"rendered":"Rethinking engineering education: Why focusing on learning preferences matters for\u00a0diversity"},"content":{"rendered":"\n\n\n
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\n Retention and recruitment efforts designed to boost diversity in engineering programs often fall short of their goals.\n gorodenkoff\/Getty Images<\/a><\/span>\n <\/figcaption>\n <\/figure>\n\n Sharon Tettegah<\/a>, University of California, Santa Barbara<\/a><\/em><\/span>\n\n

For decades, colleges, government agencies and foundations have experimented with recruitment and retention efforts<\/a> designed to increase diversity in engineering programs.<\/p>\n\n

However, the efforts have not significantly boosted<\/a> the number of women, students of color, individuals with disabilities and other underrepresented groups studying and earning degrees in STEM and engineering fields.<\/p>\n\n

Latino, Black, Native American and Alaska Native students are underrepresented<\/a> among science and engineering degree recipients at the bachelor\u2019s degree level and above. The groups are also underrepresented among STEM workers with at least a bachelor\u2019s degree.<\/p>\n\n