2015-2016
A COMMUNITY OF INCLUSION
DIVERSITY REPORT SOUTH DAKOTA SCHOOL OF MINES & TECHNOLOGY
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Simply stated, demographics in our country are changing. Universities nationwide increasingly mirror the rich diversity of our society, coming from a breadth of religious, socioeconomic, and political backgrounds. Students, faculty, and staff are underrepresented minorities, first-generation students, adult learners, international scholars, veterans, lesbian, gay, bisexual, and transgendered. The South Dakota School of Mines & Technology has more than 2,700 students representing 43 states and 38 foreign countries. Our students represent the vibrant and varied scope of the world’s diversity, arriving on campus with unique talents, needs, and circumstances. The Office of Multicultural Affairs’ mission is to aid in achieving and maintaining national prominence for the recruitment, retention, and graduation of underrepresented students. Working with other programs like Mines Advantage, we strive to promote cultural proficiency as well as an inclusive campus climate that supports underrepresented populations and fosters respect for those with diverse backgrounds. Engrained within the Mines Strategic Plan, there is an emphasis on recruiting, retaining, and working with diverse groups on campus for both employees and students alike. However, we may not always be familiar with the groups actually present. The purpose of this report is to highlight the diversity found on our campus so that we may have a better understanding of who our students and colleagues are. This awareness may also encourage a more inclusive atmosphere both in and out of the classroom. For though recognizing diversity on campus is important, the end goal is to have positive interactions with those with a different background than our own. Diversity is not as meaningful without inclusion.
Jesse Herrera Director Multicultural Affairs Jesse.Herrera@sdsmt.edu This report highlights trends. For more specific information contact individuals mentioned within each section. The report is broken down into different sections, all of which contribute to our diversity on campus: Domestic Students of Color International Students ADA Students Veterans Faculty/Staff Women Students 3
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Intercultural Development Inventory (IDI) As the School of Mines campus community becomes increasingly diverse, it is important to acknowledge and accommodate the differences among our students, staff, and faculty. To help create a more inclusive atmosphere, an instrument called the Intercultural Development Inventory (IDI) is being used to assess cultural competency among Mines staff and faculty. Cultural competence is defined as the ability to work effectively with people from cultures different from your own. In the spring of 2014, this instrument was used to create a baseline on where we stand as a campus community. The results of this inventory have helped develop focused programs so that we can produce an even more welcoming campus for individuals from all walks of life.
Global Perspective Inventory (GPI) The Global Perspective Inventory is an instrument used to measure how a student thinks, views themselves as a person with a cultural heritage, and relates to others from other cultures, backgrounds, and values. The instrument looks at three different components: Cognitive: How do I know? Interpersonal: How do I relate to others? Intrapersonal: Who am I? The GPI is administered to all incoming freshmen as part of their orientation check list. Students are assessed again during their Tech Comm II classes as an approximate midpoint in their undergraduate education. Finally, students are issued a final assessment during their senior design or capstone projects their last year of school. In this way we can measure a student’s growth throughout their time here at Mines. The GPI is designed so institutions can focus on potential relationships and connections between global student learning and development and student experiences in the curriculum, co-curriculum, and community.
Mines Advantage Mines Advantage is an optional professional development program designed for all SD Mines students. Participating students will go through thirty total experiences in six core competency areas. Experiences include everything from attending a cultural event to participating in a mock interview with the Career Center. Upon completion of each item across the six core competencies, a self-reflection is required to help students understand not just what they did, but why they did it and how they will apply what they learned to their personal and professional lives.
The Power of Exchange Mines’ minority student population mirrors the increasingly diverse face of our nation and society. The Office of Multicultural Affairs (OMA) is committed to building and promoting programs, services, and resources that serve to create and sustain a diverse community. A diverse community is one that is inclusive, welcoming, and respectful, in which each citizen values differences in race, ethnicity, gender, sexual orientation, national origin, economic background, ability, age, and religion. At the same time, this community affirms the central importance of our common humanity. In support of the School of Mines commitment to building an inclusive community for learning, OMA works collaboratively with faculty, staff, and students to create an experience rich in perspectives and opportunities to learn from each other. The office encourages each person to engage in positive social change to transform and sustain the local and global communities in which we live. The OMA provides future and current students with information on scholarships, housing, co-ops, internships, and employment placement; sponsorship of social and cultural enrichment events and activities; and support for the student chapters of the American Indian Science and Engineering Society (AISES), the National Society of Black Engineers (NSBE), and the Society of Hispanic Professional Engineers (SHPE). 5
Enrollment Fall 2015
SDSU
8.04% total students 12,589
USD
11.27% total students 9,971
SD Mines
12.38%
BHSU
13.54%
total students 2,843
total students 4,395
NSU
8.75% total students 3,496
American Indian (AI) Multiracial where one is AI Hawaiian/Pacific Islander Asian African American Hispanic
DSU
Multiracial
13.55%
White Non-US Citizen
total students 3,145
Unknown Total Students of Color * legend applies throughout
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South Dakota School of Mines & Technology
University of South Dakota
2011 2012 2013 2014 2015
2011
2012
2013
2014
2015
American Indian
2.51%
2.10%
1.63%
1.79%
1.72%
American Indian
1.1.74%
1.71%
1.71%
1.67%
1.73%
Multiracial where one is AI
1.77%
2.06%
2.01%
1.61%
1.79%
Multiracial where one is AI
1.08%
1.09%
1.30%
1.27%
1.44%
Native Hawaiian /Pacific Islander
0.17%
0.21%
0.11%
0.18%
0.25%
Native Hawaiian /Pacific Islander
0.18%
0.17%
0.16%
0.13%
0.11%
Asian
0.95% 1.32% 1.36% 1.57% 1.13%
Asian
1.21% 1.23% 1.40% 1.50% 1.40%
African American
0.74%
African American
1.95%
Hispanic
2.94% 2.72% 3.48% 3.93% 3.97%
Hispanic
2.27% 2.68% 3.04% 2.68% 2.93%
Multiracial
1.08%
1.28%
1.25% 1.82%
1.65%
Multiracial
0.61%
0.89%
0.91% 1.27%
1.27%
Total Students
2,311
2,424
2,640
2,843
Total Students
9,970
10,284
10,235
9,971
Total Percentage
10.169% 10.974% 11.288% 12.688% 12.381%
Total Percentage
9.037%
9.734%
10.699% 10.784% 11.273%
1.28%
1.44%
1.79%
2,798
1.86%
South Dakota State University
1.95%
2.19%
2.26%
10,061
2.39%
Northern State University
2011 2012 2013 2014 2015
2011
2012
2013
2014
2015
American Indian
1.52%
1.41%
1.03%
1.01%
1.01%
American Indian
2.15%
1.46%
1.38%
1.48%
1.60%
Multiracial where one is AI
0.90%
1.03%
1.00%
0.97%
0.92%
Multiracial where one is AI
0.75%
0.88%
0.96%
0.89%
1.03%
Native Hawaiian /Pacific Islande
0.09%
0.12%
0.19%
0.10%
0.08%
Native Hawaiian /Pacific Islander
0.53%
0.41%
0.42%
0.17%
0.17%
Asian
1.12% 1.17% 1.13% 1.11% 1.09%
Asian
0.42% 0.55% 0.69% 0.87% 1.20%
African American
1.31%
African American
1.26%
1.44%
1.72%
2.03%
1.97%
1.38%
1.26%
1.40%
1.40%
Hispanic
1.46% 1.63% 1.80% 1.93% 2.01%
Hispanic
1.93% 1.91% 2.45% 2.26% 2.49%
Multiracial
0.60%
0.73%
0.83% 0.85% 0.96%
Multiracial
0.67%
0.66%
0.63% 0.59% 0.86%
Total Students
12,725
12,583
12,554
Total Students
3,580
3,622
3,343
Total Percentage
6.986%
7.518%
7.703% 8.011% 8.039%
Total Percentage
7.709%
7.261%
7.777% 7.654% 8.753%
2011 2012 2013 2014 2015
2011
12,557
12,589
Black Hills State University
3,580
3,496
Dakota State University 2012
2013
2014
2015
American Indian
3.24%
3.56%
3.20%
3.45%
3.12%
American Indian
1.06%
1.19%
0.96%
0.82%
0.86%
Multiracial where one is AI
1.90%
2.13%
2.24%
2.12%
2.62%
Multiracial where one is AI
1.35%
1.38%
1.05%
1.15%
1.11%
Native Hawaiian /Pacific Islander
0.14%
0.16%
0.18%
0.22%
0.20%
Native Hawaiian /Pacific Islander
0.32%
0.23%
0.22%
0.20%
0.13%
Asian
0.54% 0.66% 0.56% 0.56% 0.64%
Asian
1.58% 1.77% 1.73% 2.00% 2.10%
African American
0.63%
African American
2.64%
Hispanic
3.04% 3.38% 3.85% 3.79% 4.28%
0.98%
0.90%
1.00%
1.48%
Hispanic
2.32% 3.22% 3.42% 3.77% 3.75%
Multiracial
0.86%
0.70%
Multiracial
0.81%
1.00%
Total Students
4,415
4,407
Total Students
3,102
3,110
Total Percentage
10.351% 11.572%
Total Percentage
10.090% 11.640%
0.87% 1.07%
1.21%
4,464
4,395
4,489
11.806% 12.208% 13.538%
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2.86%
3.16%
4.73%
4.07%
1.31% 1.31%
1.53%
3,129
3,145
3,047
11.857% 13.981% 13.545%
400
Enrollment by Ethnicity Trends Fall 2011 to Fall 2015
350 300 250 200 150 100 50 1200
‘11
0
‘12
‘13
‘14
‘15
SD Mines
1000 800 600 400 200 0
SDSU
USD
BHSU
NSU 8
DSU
SD MINES
SOUTH DAKOTA STATE UNIVERSITY
UNIVERSITY OF SOUTH DAKOTA
BLACK HILLS STATE UNIVERSITY
NORTHERN STATE UNIVERSITY
DAKOTA STATE UNIVERSITY
SOUTH DAKOTA SCHOOL OF MINES
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Minorities Between BOR Fall 2015
American Indian
Multiracial where one is American Indian
Hawaiian/ Pacific Islander
Asian
African American
Hispanic
Multiracial
Total American Indian
South Daktoa School of Mines South Dakota State University University of South Dakota Black Hills State University Northern State University Dakota State University
10
Fall 2011 to Fall 2015
American Indian
Multiracial where one is American Indian
Native Hawaiian/Pacific Islander
Asian
African American
Hispanic
Multiracial
Total American Indian
11
Program Ethnicity Fall 2015
Industrial Engineering
Non-degree Seeking
Applied & Computational Math
Applied Biological Sciences
Civil Engineering
Electrical Engineering
Geological Engineering
Metallurgical Engineering
Mechanical Engineering
Computer Science
Mining Engineering
Chemistry
Environmental Engineering
Computer Engineering
General Studies
12
Interdisciplinary Sciences
Physics
Geology
Chemical Engineering
Four-year Trend for Ethnicity by Program 2011-2015 Industrial Engineering
Non-degree Seeking
Applied & Computational Math
Interdisciplinary Sciences
Applied Biological Sciences
Civil Engineering
Electrical Engineering
Physics
Mechanical Engineering
Geological Engineering
Metallurgical Engineering
Geology
Computer Science
Mining Engineering
Computer Engineering
Chemical Engineering
Chemistry
Environmental Engineering
General Studies
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Six-year Retention 2010
Year 2
Year 3
Year 4
Year 5
American Indian
73%
59%
41%
36%
Native Hawaiian/ Pacific Islander
100%
100%
100%
100%
Asian
100%
100%
50%
50%
African American
100%
100%
100%
75%
Hispanic
89%
56%
56%
44%
Multiracial
100%
60%
60%
60%
14
Year 6 23%
50%
25%
22%
20%
Freshmen Classes American Indian
2010 2011 2012 2013 2014
Continued to year 2 72.7%
73.3%
53.3%
60% 53.3%
Continued to year 3 59.1%
66.7%
46.7%
Continued to year 4 40.9%
53.3%
46.7%
Continued to year 5 36.4%
33.3%
46.2%
Continued to year 6 22.7% Native Hawaiian/Pacific Islander
2010 2011 2012 2013 2014
Continued to year 2 100%
100%
N/A
N/A
Continued to year 3 100%
100%
N/A
N/A
Continued to year 4 100%
100%
N/A
Continued to year 5 100%
N/A
100%
Continued to year 6 N/A Asian
2010 2011 2012 2013 2014
Continued to year 2 100%
100%
42.9%
100% 80%
Continued to year 3 100%
100%
28.6%
Continued to year 4 50%
100%
28.6%
80%
Continued to year 5 50% Continued to year 6 N/A African American
2010 2011 2012 2013 2014
Continued to year 2 100%
100%
63.6%
83.3%
Continued to year 3 100%
80%
54.6%
66.7%
Continued to year 4 100%
80%
54.6%
Continued to year 5 75%
40%
66.7%
Continued to year 6 25% Hispanic
2010 2011 2012 2013 2014
Continued to year 2 88.9%
60%
77.8%
69%
Continued to year 3 55.6%
46.7%
61.1%
62.1%
Continued to year 4 55.6%
46.7%
55.6%
Continued to year 5 44.4%
33.3%
73.9%
Continued to year 6 22.2% Multiracial
2010 2011 2012 2013 2014
Continued to year 2 100%
77.8%
100%
75% 62.5%
Continued to year 3 60%
66.7%
85.7%
Continued to year 4 60%
44.4%
85.7%
Continued to year 5 60%
44.4%
Continued to year 6 20%
15
61.9%
Faculty
Staff
There are many changes from year to year due to regular turnover, changes to reporting categories, short-term employees, etc. For example, there may be a research scientist hired temporarily, who then leave after a year. Again, these are full-time employees. Part-time employees are not listed due to incomplete data. For more information regarding faculty and staff at Mines, contact Crystal VanDaalen, Crystal.VanDaalen@sdsmt.edu.
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FY 2013 Faculty
FY 2013 Staff
Men
Women Total
Men
Women Total
American Indian/ Alaska Native
2
0
2
American Indian/ Alaska Native
1
3
4
Native Hawaiian/ Pacific/Islander
0
0
0
Native Hawaiian/ Pacific/Islander
0
0
0
Asian
10 1
11
Asian
2
1
3
African American
0
0
0
African American
1
0
1
Hispanic
2
1
3
Hispanic
2
0
2
Multiracial
0
0
0
Multiracial
0
0
0
106 161
White
92
29
121 White
55
Non-US Citizen
4
1
5
Non-US Citizen
2
0
2
Unknown
0
0
0
Unknown
0
0
0
Total
110 32 142
Total
63 110 173
FY 2014 Faculty
FY 2014 Staff
Men
Women Total
Men
Women Total
American Indian/ Alaska Native
2
0
2
American Indian/ Alaska Native
1
4
5
Native Hawaiian/ Pacific/Islander
0
0
0
Native Hawaiian/ Pacific/Islander
0
0
0
Asian
11 2
13
Asian
3
2
5
African American
0
0
African American
0
0
0
0
Hispanic
2
1
3
Hispanic
2
1
3
Multiracial
0
0
0
Multiracial
0
0
0
White
94
32
126 White
47
110 157
Alien
8
1
9
Non-US Citizen
1
0
1
Unknown
0
0
0
Unknown
0
0
0
Total
117 36 153
Total
54 117 171
FY 2015 Faculty
FY 2015 Staff
Men
Women Total
Men
Women Total
American Indian/ Alaska Native
2
0
2
American Indian/ Alaska Native
1
4
5
Native Hawaiian/ Pacific/Islander
0
0
0
Native Hawaiian/ Pacific/Islander
0
0
0
Asian
12 2
14
Asian
4
1
5
African American
0
0
0
African American
4
1
5
Hispanic
2
1
3
Hispanic
3
1
4
Multiracial
0
Multiracial
0
0
0
0
0
White
89
31
120 White
83
108 191
Alien
7
2
9
Non-US Citizen
7
0
7
Unknown
0
0
0
Unknown
0
0
0
Total
112 36 148
Total
102 115 217
FY 2016 Faculty
FY 2016 Staff
Men
Women Total
Men
Women Total
American Indian/ Alaska Native
2
0
2
American Indian/ Alaska Native
1
5
6
Native Hawaiian/ Pacific/Islander
0
0
0
Native Hawaiian/ Pacific/Islander
0
0
0
Asian
12 1
13
Asian
4
3
7 5
African American
0
0
0
African American
4
1
Hispanic
2
1
3
Hispanic
3
2
5
Multiracial
0
0
0
Multiracial
0
0
0
108 198
White
91
32
123 White
90
Alien
7
1
8
Non-US Citizen
11
1
12
Unknown
0
0
0
Unknown
0
0
0
Total
114 35 149
Total
113 120 233
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A Window to the World
2015 International Students by Program
International students create a vibrant mosaic of viewpoints that enriches the university’s educational experience in countless ways.
Applied Biological Sciences
For more information regarding international students at Mines, contact Suzi Aadland at International@sdsmt.edu
Applied & Computational Mathematics Atmospheric & Environmental Science Biomedical Engineering Civil & Environmental Engineering Chemical & Biological Engineering Chemical Engineering Computer Engineering Computer Science Computational Sciences & Robotics Electrical Engineering Engineering Management Geological Engineering Geology Industrial Engineering & Engineering Management Mechanical Engineering Mining Engineering Materials Engineering & Science Nanoscience & Nanoengineering
One Undergraduate One Master’s Student
Physics
One PhD Candiate
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Afghanistan 1 undergraduate
International Students by Country 2015
Australia 1 undergraduate Bangladesh 3 graduates Brazil 4 undergraduates 2 graduates Burkina Faso 1 undergraduate Canada 1 undergraduate Chile 1 graduate China, PR 4 undergraduates 13 graduates Colombia 1 undergraduate Congo 1 undergraduate El Salvador 1 graduate Ethiopia 1 graduate Germany 4 graduates Ghana 1 undergraduate Greece 1 undergraduate India 14 undergraduates 26 graduates Indonesia 2 undergraduate Iran 4 graduates Italy 1 undergraduate Jordan 1 graduate Kazakhstan 1 undergraduate 1 graduate Korea (South) 5 undergraduate
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Lebanon 1 undergraduate Malaysia 1 graduate Mexico 1 undergraduate Mongolia 1 undergraduates 1 graduates Morocco 1 undergraduate Nepal 12 graduates Nigeria 1 undergraduate 6 graduates Norway 4 undergraduates 3 graduates Saudi Arabia 2 undergraduates Spain 1 undergraduate Sri Lanka 1 undergraduate 2 graduates Sudan 1 undergraduate Sweden 1 undergraduate Turkey 5 graduates Vietnam 1 undergraduate Yemen 1 undergraduate Zambia 1 graduate Zimbabwe 1 undergraduate
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Accessibility for All Campus programs at Mines encourage students with disabilities to flourish, addressing and accommodating each individual’s unique needs based upon their diagnosis or condition. Students with disabilities are covered by the Americans with Disabilities Act (ADA) and Section 504 of the Rehabilitation Act, which stipulates that all higher education institutions receiving federal assistance may not discriminate on the basis of a disability. Registered ADA students have a wide range of disabilities, which are both visible, such as mobility issues, and non-visible, which can include psychiatric disorders and learning disabilities. Offering equal access for all students, Mines’ academic programs and extra-curricular activities offer accommodations to students who have self-disclosed their disabilities to the Office of Disabilities Services on campus and are addressed with the university’s ADA coordinator. Typical accommodations granted include extra time on exams, reduced distraction rooms, note takers, and use of adaptive technology. For more information regarding ADA students at Mines, contact Megan Reder-Schopp at Megan.Reder-Schopp@sdsmt.edu
ADA Student Growth Trend 2001-2015
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A New Mission: Veterans at Mines SD Mines is proud to support those who have served, providing them with the resources needed to achieve success in any endeavor. Over the past five years, student veteran usage of the Veterans Resource Center (VRC) has risen from 16 percent in 2010 to 53 percent in 2014 of the total student veteran population—which includes those who are separated or retired from the military and active duty Air Force, Guard, and Reserve members. In addition to studying, the VRC is used for a breadth of events including spring and fall Veterans’ Orientation sessions, scholarship celebrations, veteran-to-veteran academic tutoring, socializing, potlucks, Veterans’ Day open house events, monthly visits from the VA Black Hills Health Care System, and Veterans Upward Bound college-prep classes in math and writing. For more information regarding veterans at Mines, contact Cathy Payne at Catherine.Payne@sdsmt.edu.
Enrollment Trend for Veteran Students 2010-2015
spring fall
VRC Utilization Trend 2010-2015
Declines are due to high graduating classes.
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Women in STEM Cultivating a diverse, highly trained student body with an array of unique experiences and perspectives is an integral step in empowering the next generation of leaders and innovators in science, technology, engineering, and math (STEM). The Women in Science and Engineering (WiSE) program is designed to educate, recruit, retain, and graduate academically motivated women in STEM fields through mentoring, professional development, networking and scholarship support. WiSE seeks to help fill the gap between men and women in STEM gender diversity, by providing our women students with resources to help them succeed at SD Mines and in their future careers, and by educating and recruiting young women into STEM disciplines. Through our monthly programming as well as our peer mentoring program, we hope to make that barrier a little less pronounced. We work extensively with industrial partners to get as many women STEM role models in front of our women students as possible, and also collaborate with academic departments to get women faculty connected to each other and students. One of the things we’re most excited about this year is a new space for prospective and current women students, as well as women faculty. Constructive feedback from women students in the last five years included a strong desire for a physical space on campus devoted to helping women students find resources and study. In the fall of 2015, those comments came to fruition with the opening of the WiSE Center. This center is the first of its kind among the SD Board of Regent schools, and acts as a study area for students, meeting and small event space for students and faculty, and resource center for current and prospective students. Total women student enrollment for Fall 2014 was 21%. Our women students graduate at a slightly higher rate than men students: the six year graduation rate for women students in 2009 was 53% compared to men at 51%. Our women students also retain at a higher rate than men: retention for women students in 2014 was 81% compared to men at 77%.
Women Enrollment Trend 2009-2015
*Steep enrollment decline in 2010 was in large portion non-degree seeking students
2015 Retention Women vs Men
81%
74%
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Women Faculty in 2015
27%
2015 Women Student Demographics
Fall Term (Undergraduates and Graduates)
2009 2010 2011 2012 2013 2014 2015
American Indian (AI)
30
37
23
21
16
13
12
Multiracial where one is AI
13
10
14
10
10
6
11
Asian/Pacific Islander 1 1 1 1 0 0 0 African American 2 1 3 4 4 4 2 Hispanic 18 25 20 19 22 24 18 Multiracial
2
4
4
8
9
16
10
Non-US Citizen
4
6
8
11
6
13
6
Other 23 11 5 4 5 4 3 White/Caucasian
465 486 440 444 457 444 464
Total
559 590 522 528 537 535 533
For more information regarding Women in STEM at Mines, contact Lisa Carlson at Lisa.Carlson@sdsmt.edu. 28
Glossary First-time students First-time students are those who are admitted to Mines without ever having been enrolled in college before; also called first-time freshmen or first-time full-time undergraduates. Transfer students Upper-division transfer students have transferred to Mines from another college with two years of lower division college-level work completed. Lower-division transfer students have transferred with less than two years of college-level work completed. First-generation college students Students with parents or guardians who do not possess a four-year degree LGBTQ students Students who self-identify as lesbian, gay, bisexual, transgender, and/or queer. Although, no statistics of this sort are presented in this report, it is important to realize that faculty, staff and students may identify with this community either publicly or privately. Underrepresented students The term “underrepresented” refers to ethnic groups that are traditionally underrepresented in higher education. For the purposes of this report, underrepresented students (may be abbreviated as URM, meaning underrepresented minorities) include students who self-report their ethnicity as Hispanic or Latino/a and/or their race as African-American, American Indian/Alaska Native, or Native Hawaiian/Other Pacific Islander. Underrepresented students also include those who indicate they have two or more races, with at least one from the above categories. Non-underrepresented, or non-URM, students include those who self-report as White, Asian, or both White and Asian. Students who decline to state, leave the ethnicity and race question blank, or who are nonresident aliens are categorized as “unknown.” Non-US citizen students could include resident aliens and international students. Students of Color The term “student(s) of color” refers to all/any people of African, Latino/Hispanic, American Indian, Asian or Pacific Islander decent, and its intent is to be inclusive. This term is believed to be slowly replacing terms such as racial and ethnic minorities. The term allows for a more complex set of identity for the individual. A note on ethnicity categories: In discussing ethnicity, this report aggregates individuals into six broad categories: AsianAmerican/Pacific Islander, Black, Latino/a, Native American, White, and Two or More Ethnicities. These identifications are commonly found on admissions applications, the FAFSA as well as exams such as the ACT and SAT. Asian-American/Pacific Islander includes individuals who self-identify as Chinese, Filipino, Japanese, Korean, Laotian, Cambodian, Asian Indian, Southeast Asian, Thai, Vietnamese, Other Asian, Guamanian, Hawaiian, Samoan, or Other Pacific Islander. Please note that some of these ethnic groups are considered underrepresented in higher education and others are not. Because of their small populations at SD Mines, this report aggregates these populations into one group. Latino/a includes: Mexican-American/Chicano/a, Central American, South American, Puerto Rican, Cuban, and Other Latino/Hispanic.
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