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There are marked differences between Chicanos, Puerto Ricans, Spanish-speaking people and other ethnic minority groups as they relate to attracting, recruiting and retaining these students in engineering curricula and in preparing them for productive and satisfying careers as engineers. For example, educational institutions must radically improve the educational delivery system for the Chicano, thus providing these students with the necessary tools and credentials essential to successfully compete in our contemporary society. Although some educators accept this responsibility, many do not know how best to accomplish the goal. This paper helps to define the needs of Spanish-speaking people generally and makes specific suggestions on how to make progress in increasing the involvement of Chicanos in the engineering profession.