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How can differences in public support for membership in the European Union across the twelve EU member states and among its citizens be explained? Using Eurobarometer polls for 1982, 1986, and 1990, the paper examines how direct and indirect economic benefits associated with EU membership affect support for integration. We find that individuals living in countries that benefit more from EU membership display higher levels of support for their country's participation in the EU. Moreover, the results indicate that those individuals who benefit personally are also more supportive of the integration project. The paper also spells out some of the possible ramifications of these results.

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In this paper we identify the engineering schools that either graduate large classes of African Americans or that retain relatively high percentages of African American students in engineering; point out that modest improvements in student retention would significantly affect the total number of bachelors degrees earned annually by African Americans in engineering; examine the measures implemented by some schools that are particularly effective at retaining African Americans in engineering; and present our views on the future of diversity efforts in engineering. The message we wish to emphasize is that at the very least colleges and universities should endeavor to retain those under represented minority undergraduates who have decided to pursue an engineering education. Frequently used abbreviations EWC — Engineering Workforce Commission, HBCU — historically black college or university, MEP — minority engineering program, MES — minority engineering society, MRR — minority retention rate, NACME — National Action Council for Minorities in Engineering, TWI — traditionally white institution

Of all segments of science and engineering graduate education, the disparity between minority groups is the greatest, and the participation of nonresident aliens is the highest, in engineering. This paper examines the graduate degrees awarded in engineering from the perspective of representation within the US population, the US engineering schools that grant significant numbers of graduate degrees to underrepresented minorities, and the measures implemented by some of these schools that are particularly effective at granting graduate degrees to underrepresented minorities. In addition, we recommend initial steps that an engineering school might make to increase underrepresented minorities' graduate student participation. Although the specifics can vary from institution to institution, the net result should be the same: a sincere commitment to bring underrepresented minority students into the mainstream of the academic enterprise.