On October 11, 2024, @Ethnic Media Services convened a crucial briefing titled “Getting Students to Embrace STEM,” focusing on novel initiatives to engage kids in STEM occupations and discussing some barriers in classrooms. As there is a workforce shortage in the U.S. for STEM related occupations, this event brought in community leaders, educators and media representatives to explore opportunities to engage students in STEM disciplines. The discussion highlighted the importance of understanding the barriers underrepresented students face, analyzing teacher bias and how it affects student development and performance, and addressing key initiatives to introduce STEM in the classrooms.
Data from the National Science Foundation (NSF) reveals stark contrasts in STEM participation among racial and ethnic groups. While Latinx and Black students represent a growing segment of the U.S. population, their representation in STEM fields remains disproportionately low. In 2020, only 9% of bachelor’s degrees in engineering were awarded to Latinx students, and just 8% to Black students. These figures are indicative of broader systemic barriers that hinder access to STEM education and careers.
STEM fields are not only crucial for economic growth but also for tackling some of the world’s most pressing challenges. However, a significant disparity exists in the representation of Latinx and Black students in STEM disciplines, raising urgent questions about equity, access, and the future of innovation. Additionally, socioeconomic factors play a critical role.
Students from lower-income families often lack the financial resources to participate in extracurricular STEM activities, such as summer camps or robotics competitions, which can be pivotal for developing skills and interests in these fields. Louis Freedberg, interim CEO of EdSource, states “research also shows that an early interest in math and science is a key indicator of whether the students pursue STEM related careers.”
Children from low-income families often have limited exposure to STEM careers and role models. This lack of representation can contribute to lower aspirations and reduced interest in pursuing STEM pathways. Cultural attitudes towards STEM can also influence engagement. Some families may not prioritize STEM education, either due to a lack of familiarity with these fields or a belief that such careers are unattainable. Additionally, societal stereotypes about gender and race in STEM can discourage children from pursuing these interests.
Addressing the inclusivity and diversity gap in STEM is crucial for fostering a well-rounded workforce. Initiatives like Girls Who Code, a nonprofit organization, focuses on inspiring and educating girls in coding and programming through various initiatives.
As Daniel Voloch, Chief Program Officer of Girls Who Code, mentioned “our free clubs program from 3-12 grade sparks interest and engages students in early experiences by introducing them to project-based coding activities highlighting women in technology.” By providing resources, education, and a sense of community, Girls Who Code aims to change the narrative around girls and technology, encouraging more young women to enter and thrive in STEM careers.
In the pursuit of educational equity, the issue of teacher bias in mathematics has emerged as a critical area of concern. Research reveals that biases—both implicit and explicit—can significantly influence how teachers perceive and interact with their students, particularly in subjects like math, where stereotypes about gender, race, and ability persist. These biases can lead to lower expectations for certain groups of students, impacting their engagement, performance, and ultimately their career aspirations in STEM fields.
Dr. Yasemin Copur-Gencturk, associate professor at the University of Southern California, conducts research focused on understanding the role of teachers’ knowledge and implicit beliefs in equity in mathematics classrooms. Dr. Copur-Gencturk says “gender and race-based stereotypes are embedded in our society leading to the assumption that certain gender and racial groups possess higher mathematical levels than others”. Understanding these biases is essential for fostering an equitable learning environment that allows all students to succeed, regardless of their background.
Breaking down barriers for underrepresented students in STEM is not just an ethical imperative; it is essential for fostering innovation and progress in our rapidly evolving world. By addressing systemic inequalities, providing access to resources, and creating inclusive educational environments, we can empower diverse voices to contribute to science, technology, engineering, and mathematics. Initiatives that prioritize mentorship, equitable funding, and community engagement can help nurture the next generation of STEM leaders. As we move forward, it is crucial for educators, policymakers, and communities to collaborate in dismantling these barriers, ensuring that every student—regardless of their background—has access to STEM programs.