PUBLIC LAW 110–69—AUG. 9, 2007
121 STAT. 711
students in identifying, qualifying for, and entering higherpaying technical jobs in those fields; and ‘‘(B) make grants available to associate-degree-granting colleges to carry out the program identified in subsection (A).’’. (b) EVALUATION AND REPORT.—The Director shall establish metrics to evaluate the success of the programs established by the Foundation for encouraging individuals identified in section 33 or 34 of the Science and Engineering Equal Opportunities Act (42 U.S.C. 1885a or 1885b) to study and prepare for careers in science, technology, engineering, and mathematics, including programs that provide for mentoring for such individuals. The Director shall carry out evaluations based on the metrics developed and report to Congress annually on the findings and conclusions of the evaluations.
42 USC 1862o–11.
SEC. 7032. NATIONAL ACADEMY OF SCIENCES REPORT ON DIVERSITY IN SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS FIELDS.
42 USC 1862o–12.
(a) IN GENERAL.—The Director is authorized to establish a new program to award grants on a competitive, merit-reviewed basis to Hispanic-serving institutions (as defined in section 502 of the Higher Education Act of 1965 (20 U.S.C. 1101a)) to enhance the quality of undergraduate science, technology, engineering, and mathematics education at such institutions and to increase the
VerDate Aug 31 2005
Contracts.
SEC. 7033. HISPANIC-SERVING INSTITUTIONS UNDERGRADUATE PROGRAM.
dkrause on GSDDPC44 with PUBLAW
(a) IN GENERAL.—The Director shall enter into an arrangement with the National Academy of Sciences for a report, to be transmitted to the Congress not later than 1 year after the date of enactment of this Act, about barriers to increasing the number of underrepresented minorities in science, technology, engineering, and mathematics fields and to identify strategies for bringing more underrepresented minorities into the science, technology, engineering, and mathematics workforce. (b) SPECIFIC REQUIREMENTS.—The Director shall ensure that the report described in subsection (a) addresses— (1) social and institutional factors that shape the decisions of minority students to commit to education and careers in the science, technology, engineering, and mathematics fields; (2) specific barriers preventing greater minority student participation in the science, technology, engineering, and mathematics fields; (3) primary focus points for policy intervention to increase the recruitment and retention of underrepresented minorities in the future workforce of the United States; (4) programs already underway to increase diversity in the science, technology, engineering, and mathematics fields, and their level of effectiveness; (5) factors that make such programs effective, and how to expand and improve upon existing programs; (6) the role of minority-serving institutions in the diversification of the workforce of the United States in these fields and how that role can be supported and strengthened; and (7) how the public and private sectors can better assist minority students in their efforts to join the workforce of the United States in these fields.
Grants.
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