Students entering and exiting the engineering pipeline-identifying key decision points and trends

Data suggest that the United States is unable to meet the demand for individuals well prepared to contribute to science, math, and engineering with their native workforce. Low participation rates of females and underrepresented minorities in these fields are major factors contributing to this situation. This study tracked the progress of the high school class of 1990 through the engineering pipeline, specifically focusing on the progress of female and underrepresented minority students within the class. This paper presents data that quantify their progress. Points along the pipeline where the participation rates of students dropped significantly are identified as critical decision points. Factors contributing to dropping rates at these points are discussed with the intention of identifying opportunities to improve engineering education.