Here is the second installment in the series of questions about Everybody Counts. Each week I am asking just a few questions about the content of a particular chapter. The idea is that readers, even if they have not previously read the document, should be able to work thru a chapter per week. And it should give us all a good observation point from which to take in the rich variety of sessions and workshops at the Boston meetings. Sharing of responses, ideas, additional questions or concerns is encouraged.
1. Why are only "non-Asian minorities" underrepresented in fields requiring substantial mathematics? Can you explain the unusual connection between mathematics and cultural or family values and traditions? Why is the effect of underrepresentation of minorities in mathematics magnified so much in the long term?
2. If women get 46% of all math baccalaureates, why do they receive only 35% of master's and 17% of all Ph.D degrees in the mathematical sciences?
3. Do you believe the author's statement that "Demand for mathematics teachers at all levels will exceed the supply of qualified persons throughout the next decade"?
4. What is meant by "Concerns of equity join common cause with those of economic need"? Can you explain how "raising expectations for all" can either "enhance" or "ensure equity and excellence for all"? These are all nicely turned phrases, but ...
That's all, folks. :)
Ron Ward/Western Washington U/Bellingham, WA 98225 firstname.lastname@example.org