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LITERATURE REVIEW

An in-depth look at academic equality: Literature Review

Jayred V. Loyda
University of Texas at El Paso

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LITERATURE REVIEW

Abstract
The purpose of this study is to examine academic equality between colleges at one
university and the effects of these dissimilarities on the faculty and student body. Academic
inequalities constitute as such: underfunding, needs and grievances of the department poorly
addressed, subpar instruction, miniscule pre-professional opportunities and student organizations
offered. The results of inequalities are inspected on the criteria that follows: graduation rates and
preparation for post-grad careers. Using site observations and interviews as a method of primary
research, and data and documentation from each respective college for secondary research, the
inquiry discovered inequities in funding and opportunities for involvement. However, each
respective college displays an effort to address academic inequality.

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LITERATURE REVIEW

When in respect to the University of Texas at El Paso, the institution as a whole is

primarily STEM oriented and seems to have been given majority of regards to such fields.
Stemming from the humble beginnings of the original Texas College of Mining and Metallurgy,
the focus has appeared to have followed this path and remains ever so resilient to change. The
question then arises however; with the College of Liberal Arts being the majority, holding 34.8%
of the total undergraduate population in 2011 and STEM based colleges only making up 34.5%,
must the University shift its concentration away from the STEM minority and instead to the
Liberal Art, Business Administration, and Education majority? Additionally, has the past
direction of the institution left the STEM opposed at a disadvantage?
An inquiry into academic equality between colleges will be initiated, looking at the
general academic population and using the University of Texas at El Paso as a smaller scale
sample. Intended questions to be addressed include: Do STEM oriented institutions adequately
address the needs of non-STEM education? Will an inequity in discipline attention leave nonSTEM majors at a disadvantage in their future career efforts? Are valid methods of identifying
educational inequalities in place? Answering such questions will aid in identifying and resolving
academic inequalities between colleges in Universities such as UTEP, and provide our student
population a credible and legitimate education.
In response to the first research question an examination into the status of non-STEM
disciplines was done. To judge this status, multiple comparisons in quality have been made
between the colleges. Using the College of Liberal Arts and Engineering as a sample, each
respective educational program was examined for quality in their department work environment,
representation value in the university, quantity of degrees conferred, and overall commitment to

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LITERATURE REVIEW

improvement. Site observations, interviews, and data collected through secondary research will
be used.
For the second research question, an attempt to determine the validity of the non-STEM
educational opportunities provided in relation to post-grad careers was made. Again using liberal
arts as a sample, topics such as the quality of instruction, number of student organizations
offered, and the quantity of pre-professional opportunities available will be the focus. Majority of
information was generated from interviews and secondary research.
Lastly, the final question targets university policies of representation and grievances.
Inspection of both liberal arts and engineer department representation against the university as a
whole, grievance resolution, and overall consensus of policies in place was conducted through
interviews.
Primary research proved to be highly beneficial in the inquiry into academic equality. An
examination of the STEM and non-STEM departments, in the form of site observations of the
College of Engineering and the College of Liberal Arts at UTEP, found exceedingly suggestive
results. As anticipated this University, which is primarily focused with marketing the high
standings of the Engineering department, has made no subtleties in their appearance. The College
of Engineering is a generous-sized, well-maintained, monument to technical excellence. Upon
entrance to the building, through two large glass doors, an individual will be immediately greeted
by an open floor plan and high ceilings. This is in grim contrast to the narrow halls and compact
nature of the Liberal Arts department. In addition, the front lobby welcomes engineers directly
into the Keck Center, where pioneering research in the fields of 3D printing is presented with
great pride. Again the difference in quality between the two departments can be seen by opening

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LITERATURE REVIEW

the front door. Where engineers are met with features of sleek modern dcor, a student of liberal
arts enjoys the scenic view of an outdated vending machine and distressed furniture.
Although two brief site observations revealed a crippling inequity, the interview provided
a resilient rebuttal. A former member of both departments at UTEP, kindly agreed to participate
in this inquiry. Being employed in both department offices provided a clear perspective into the
amount of representation and time dedicated by professional provided to each office. A lack of
luxury did not in turn mean a lack of commitment to the liberal arts students. In this office
superiors ensured every question and request was met with a knowledgeable solution from a
qualified staff. Alternatively, the engineering department followed an individualistic system of
assistance. Involvement from superiors in regard to student aid was adequate, but scarce.
Majority of support originated from a work-study staff that was knowledgeable about department
guidelines but ultimately disconnected.
Previous findings display severe dissimilarities of academic equality, however, further
research divulges equal attempts at compromise. Results from the secondary research are as
follows. With regard to their total population, the quantity of both liberal arts and engineering
degrees conferred in 2011 are fairly equal with 301 of 2298 and 1088 of 5784 respectively.
Comparing the number of student organizations available presented 12 and 20 to each
department respectively. Additionally, both departments exhibited ample documentation of
instruction improvement and pre-professional opportunities available to students. Lastly,
programs encouraging individuals to follow a joint path of STEM and non-STEM courses are
rapidly arising.

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LITERATURE REVIEW

Utep Enrollment Population Based on Department in &

11.81 13.52
7.78

9.55
13.57

34.84

8.32

Business

Education

Engineering

Liberal Arts

Nursing

Science

Health Sciences

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LITERATURE REVIEW

References
Aveni, A. (2014). Class Not Dismissed : Reflections on Undergraduate Education and Teaching
the Liberal Arts. Boulder, CO, USA: University Press of Colorado. Retrieved from
http://www.ebrary.com

Camenson, B. (2002). Great Jobs for Liberal Arts Majors. Chicago: VGM Career Books.
http://0web.a.ebscohost.com.lib.utep.edu/ehost/ebookviewer/ebook/bmxlYmtfXzg4MjVfX0FO0
?sid=85a75839-4f2c-4258-9898875fe129e6ef@sessionmgr4005&vid=0&format=EB&lpid=lp_III&rid=0

Fact Sheet. (2013, January 1). Retrieved March 22, 2015, from
http://engineering.utep.edu/docs/CoEFacts201314.pdf

Fast Facts. (2011, January 1). Retrieved March 22, 2015, from
http://academics.utep.edu/Default.aspx?tabid=62007

Mission & Vision. (2014, January 1). Retrieved March 22, 2015, from
http://engineering.utep.edu/aboutvision.htm

Paulo Davim, J. (2014). Engineering Education : Curriculum, Pedagogy and Didactic Aspects.
Retrieved from http://www.eblib.com

Truesdell, P. (2014). ASCD Arias : Engineering Essentials for STEM Instruction : How Do I
Infuse Real-World Problem Solving into Science, Technology, and Math? (ASCD Arias).
Alexandria, VA, USA: Association for Supervision & Curriculum Development (ASCD).
Retrieved from http://www.ebrary.com

Vision and Mission. (2011, January 1). Retrieved March 22, 2015, from
yhttp://academics.utep.edu/Default.aspx?tabid=19738