Why Minorities are Under-Represented in STEM Fields

Introduction

In social science, the minority is a social division in a demographic that scarcely hold any power positions. This category is differentiated on the grounds of race, gender, ethnicity or wealth. In the USA, the Hispanic and African-Americans, for instance, are considered as minorities. Even with the rapidly growing numbers of those considered as minority racial groups in the U.S, the level of continued under-representation in the STEM (Science, Technology, Engineering, and Mathematics) fields is appalling. Experts and administrators in higher education are highly concerned that the disparity in representation might cause major problems to universities, and even worse, the entire nation.

The National Science Foundation bore proof of these findings, seconded by the U.S Census Bureau, with data collected in 2010 showing that the under-represented minority attained only 16.4% of the 18.6% 4-year colleges’ undergraduate degrees in the fields of science and not more than 13% in engineering and physical sciences. In trying to solve this issue, higher education experts have come together to try and unveil the root of this problem, and to get the necessary solutions for the same.

According to NMSI (National Math and Science Initiative), scarcity in teachers qualified in STEM subjects and inadequacy in student involvement in the same, are two problems that go hand in hand and contribute immensely to this crisis. It is outlined in a particular white paper, ‘A nation at Risk’ that while there are at least 4 million vacant jobs, 12 million Americans are unemployed due to their lack of necessary skills required in these jobs. In their data, it is also explained that, in the next ten years, outpacing the job growth of 10%, STEM job growth is expected to be 17%. With STEM education holding the tail, there is great pressure to right the situation and therefore, it is very important to come up with reliable practices based on quantifiable results and relatable programs.

In 2007 in order to attain the set mission to nationally motivate students to gain interest in STEM fields, by an all-school transformation to successful, strongly-based science, technology, engineering, and math institutions, NMSI was founded. Its goals include realizing plausible results within one year, which shows its uniqueness in education. NMSI ensures that students in all schools are college-ready and that all teachers receive time to time training so as provide the students with reliable content-rich teachers. Statistics show that as much as at least 70% public high school students graduate and only 32% of these students advance to college.

It gets even worse when it comes to minority students where only 52% of Hispanic students graduate from high school and only 16% advance to college. The same case applies to African-Americans where only 52% graduate and only 12% to college National (Math Science Initiative, 2010). With such low numbers of minority students expected to commence college, there will be even lower numbers available for STEM fields considering that some might fail to make it to college maybe to factors like financial incapacity. Therefore, the step taken by NMSI to provide college-ready students proves to be of great significance.

NMSI also advocates for a surrounding that allows a scholar to be adequately exposed to STEM subjects. Deducing from proven cases, NMSI advises that students should aim at ensuring frequent participation in proven programs and research that is active. This together with hands-on experience will grow the student’s determination and help in completing their STEM courses (National Math Science Initiative, 2010). Creating a workforce of competent STEM scholars depends on ensuring the instructors are properly trained and adequately efficient. Key findings showed that a school with efficient and properly skilled teachers performs consistently and improves faster.

It has also been noted that greater numbers of minority students are being held back or retained in the STEM courses in college as compared to non-minority students. This is also another major set-back. It is also worth noting that as compared to other students, African-American students take longer to complete their courses especially in engineering and computer science. Most of them actually opt to drop out of college without completing them. It is also highly unlikely for them to consider related certificate courses or associated degree programs. (Home & Willard, 2011).

According to (NACME, National Association Council of Minority Engineers), an organization launched in 1974 provides scholarships in engineering for minority, under-represented students. It is the largest private scholarship provider with more than 24, 000 students on their radar (Cattel, 2012). As compared to other minority students in the engineering field, scholars under NACME, a tremendous contrast in performance. This is because, in an effort to curb minorities underrepresentation NACME ensures to collaborate with their partner universities, all 50 in maintaining their student’s average GPA score of 3.3 on a scale of 4.0. It also ensures to closely monitor the partner universities so as to maintain an academic culture that yields successful scholars (Cattel, 2012).

It also seeks to create a diversified pool of engineers considering that in a few years to come the number of minority scholars dramatically will have increased leading to increase competition with the non-minority groups (Cattel, 2012). Diversifications yields creativity and innovation, therefore, the non-minority will have an equally competitive advantage. According to (Dean, 2009), it is apparent that the number of women: who are also considered as minorities and the other underrepresented minorities in STEM has gone up over the years given the consistent efforts of organizations like, NMSI AND NACME.

However, it is also evident that it is not as easy, to not only promote but also retain their participation in the Science, technology, mathematics, and engineering fields and that any effort put is still inadequate. Dean (2009) suggests that mentorship, according to paramount significance to diversification advancement in the STEM fields. Leaders and other individuals with high skill should, therefore, assume responsibility and volunteer themselves to provide mentorship and training. It is advised that institutions should hire more skilled personnel from minority or underrepresented groups so as to aid in easing approach and communication between mentors and those being mentored.

Unlike in business, sports, politics or the arts, STEM has trouble keeping up with constantly evolving demographics. In Austin, from the University of Texas, Charles Lu, a director in the advancement of education and innovation stated in a conference, that the continued lack in proportionate representation in science disciplines of particular minority increasingly grows into a crisis, as larger country portions become populated by the minority. There is apparently a great change in population or demographics but a continued decrease in minorities’ representation or they get forced out.

The minorities fail to engage in STEM in fear of exploitation, due to the inequities impacted by societies and different treatment accorded to them. They do not realize that science actually relies on teamwork or in other terms, people with different perspectives and creativity working together to achieve a common goal. If the disparity perpetuates as feared and the underrepresentation of the minority goes on, then there will not be ant medical personnel or scientists to cater to the rising population. (Frierson, 2011). If this situation is not remedied, then steps such as job outsourcing have to be considered which continuously impacts negatively on the economy. The Brown Herald like (Dean, 2009) agreed on the fact that the underrepresented minorities require role models and expansion in research experience opportunities.

Another problem that has been constantly discussed is the qualms of being a woman and a minority at the same time. During the 245rd summit of the ACS (American Chemical Society), Yolanda George stated that being a woman and a minority at the same term tends to bring about a situation that stalls or stifles a career in the STEM field. This evidenced by the still low number of minority women holding doctorates in STEM fields. There is, therefore, a need to increase the number of minority women holding faculty positions where they can serve as mentors, make contributions to research and also act as role models (Bystydzienski, 2005).

Better parental guidance has also been suggested as most parental have traditionally been known to advise their female children against engaging in STEM-related careers claiming that a career in business or law is more lucrative (Gaetane, 2011).

In relation to (National Academy of Sciences (U.S.), Institute of Medicine (U.S.), & National Academy of Engineering, 2011) it is also advised that women and other underrepresented minorities be identified, nurtured earlier and encouraged to join STEM studies. The lack of these three is the one causing their absence in the STEM field. The involvement of scholars in science fairs be it international, regional or national will be of great help. Students in colleges are advised to enroll in internship programs since they help improve innovativeness and diversification.

Minorities face a major difference in how the lectures expect them to learn and how they learned in high school. Getting an A in high school and getting a C in college brings about anxiousness and depression to some of the students. Students that come from low-income families and communities and an attended school that has been labeled as failing schools are going to be left behind academically by their peers immediately after they join colleges mostly in math and sciences. One of the ways to deal with this is creating school schedules that will help with the curriculum (Museus et al 2011). This way, when they attended college institutions, they will be on the same level as students from other places.

Due to the placebo effect, they should not label any school as failing schools considering the students will have created a mental attitude that they cannot do as well as students from other schools. This results in an increased academic challenge for the minority students so that they might be psychologically ready to join college institutions. Providing strong academic preparation like pre-college programs to help enhance the student’s academic skills (Museus et al 2011). A strong relationship between the students and the faculty member will increase support.

Another challenge faced by minority students in STEM fields is the unsupportive learning environment. Minority students often find themselves treated like outsiders. The psychological, social and emotional way a student responds to how the environment responds to them determines how you adapt to the field (Museus et al 2011). An unintentional comment from a lecturer to a minority student or a woman might deter them from pursuing a certain field. In such an environment where, in high school, you did not think you were at any disadvantage, then after arriving in a college institution and that’s the reaction you get will greatly influence your personal attitude towards the fields.

For such students, solving problems that are given as homework or in class is okay but when it gets to examination writing, they look around and feel inferior and have problems writing what they have down and eventually feel like the field is not meant for them. Minority students may not be included in study groups or even picked as study partners.

The unsupportive working environment is also a reason for the minority groups not to pursue careers in the STEM field. An individual may be fully qualified for a promotion at work but a less qualified individual from a majority group who gets it because of their appearance or background. The few individuals from minority groups are contributing to their underrepresented in the STEM fields.

Discrimination is a fault in the STEM field. It has been demonstrated in general evaluation that there is a bias against ethnical minorities and women. In studies done more than once, the Caucasian male is always favored over the woman and male of a minority ethnical group. The Caucasian male gets more votes in being more competent in the STEM fields. This can be solved by the support and encouragement of a mentor. With this, there is going to be a major difference in whether the individual will continue with the decision to continue with the course or career in the STEM field.

For younger individuals who often look for encouragement in those who are more established in the fields, the response from those who they look up to for mentorship is very important for encouragement purposes. If discrimination and bias would be treated in a different manner, and more assistance is shown to minorities and women in these fields, t Stereotypes and heuristics are other major problems.

The shortcut that people use to make decisions or stereotype the people in the STEM field should look a certain way or act in a particular manner. This may cause people in that field to be overlooked because they do not fit the description that has been put forward. Specific individuals may be perceived to be better suited for that particular field. An individual’s actions attract or even confirm a negative stereotype; this fear will create stress consuming valuable resources and lowering an individual’s task performance in the threatened domain.

Academic performance has been linked to stereotyping threats of the minority affected especially if it’s something negative. On more than one occasion, even highly motivated students from the negatively stereotyped minority groups are greatly affected by the stereotype threat, and as a result, they pull out from the stereotyped domain. Acceptance is one of the ways to reduce stereotype effects on the ethnical minority or women who pursue STEM-related paths. Giving individuals equal chances and letting them be self-aware on what career paths they want to follow. Reduction of prejudice towards the stereotyped increasing the willingness to help and see them as equals. Promoting counter stereotypes by imagining strength from the afflicted minorities, the impact would be great to the number of minorities and women choosing to enter STEM careers.

The stereotypes and discrimination in the STEM fields create a major challenge to diversity in the work environment. This generally deters economic growth. The incorporation of people from all walks of life creates a bigger base for the diversity of thoughts since different people with different backgrounds will automatically think differently. The diversity of perceptions has an advantage especially during problem-solving since problems are assessed with views from as many angles as possible.

Diversity is also directly proportional to workforce qualification standards. Diversity and workforce in the workplace also help in the avoiding of employee turnover costs (Paludi 2012). If a company fails to retain its qualified employees due to a hostile environment, there will be an avoidable turn over costs at the expense of a company’s profit. With the changing nation, it’s evident that businesses need to adapt and be competitive in the market.

The country’s economy will grow if they follow the demographics. Entrepreneurs are mostly from the minority it being people of color, transgender individuals women and gay. To leverage a company’s full potential diversity in the board is also necessary. In the future, there will be no racial or ethnical majority and boardrooms need to also represent those changing demographics.

Workplace diversity can be managed by understanding discrimination and knowing its consequences, also recognize cultural bias and its prejudice. It is impossible to solve a problem in a day but managers should encourage team building experiences this will encourage trust towards a co-worker. Promoting equality also in STEM careers is also necessary (Paludi 2012). It’s been shown that an increase in workplace diversity has a positive impact on sales. According to Jonah Leather interdepartmental conversation and social networking will lead to novel exchanges but if you force individuals out of routine people tend to get more creative.

STEM-based institutions and companies also believe in a motivated and educated diverse workforce. Mentoring students including those with disabilities from an early age to pursue STEM field careers is the best way to move forward. Creating internships for them to work alongside their mentors is also another effective method; this will encourage the minority groups to stop seeing themselves at a disadvantage and see themselves as having equal opportunity as the majority groups.

Initiatives like Geek Speak have been brought about to draw minorities into STEM fields. Here they bring in successful minorities to talk a represent the less represented groups. This encourages and motivates young people to follow in the footsteps laid in front of them. Also, programs such as the ULSAMP (Upstate Louis Stokes Alliance for Minority Participation) to help them maximize the potential from the underrepresented individuals and groups.

They offer the participants a research stipend residence and accesses to labs computer lounges and libraries (Thomas Publishing Company). Programs like the AP STEM are trying to increase representation in both the minority and women in the field. The AP STEM Access Program launched a grant award from Google. This program is meant to support public high schools to help minorities and females get exposed in the stem fields.

Conclusion

Minorities have always existed in the U.S. but as they increase in number, their representation in various aspects of life in the country remains minimal. According to Cattel (2012), “while ethnic and racial groups that have historically comprised a minority of the U.S. population are growing in size and influence, they remain underrepresented in the fields of science, technology, engineering and mathematics both nationally and at various academic institutions”. The statics are a cause for worry not only for these groups but also for the government. The trend in the last decades has not been very discouraging. Statistics released by the National Science Foundation and the U.S. Census Bureau reveals that the change from the last decade is almost insignificant.

It is important for all stakeholders to realize that reinforcing inequality happens in many ways, one of them being available to support or lack of it for minorities to embrace STEM subjects and careers. Furthermore, Charles Lu, the director of academic advancement and innovation at the University of Texas at Austin, as quoted in Cattel (2012) explains that “the disproportional representation of certain minorities in science disciplines grows increasingly problematic as greater portions of the country become “majority-minority”. There is a significant problem that needs to be identified if people are growing demographically, but their people are not getting into STEM fields.

Support by the different stakeholders can be in the form of policy, education grants, STEM opportunities reserved for minorities, and education and awareness by universities and the government, and minority groups coming together to form platforms where the younger generations can get information and help if they are interested in pursuing STEM-related studies.

There is a need for the realization that it is necessary for diversity in STEM careers by the encouragement of engagement of the minority; ethnical, racial, cultural or gender-based. This will provide an increase in innovation and creativity in the workplace as individuals from different backgrounds and affiliations will work coherently on STEM. There is a need to avoid discrimination against minority groups, not just in national policies and social circles, but also in education fronts to allow and support more of them get involved in STEM fields.

References

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Dean, D. J. (2009). Getting the most out of your mentoring relationships: A handbook for women in STEM. New York: Springer.

Frierson, H. T., & Tate, W. F. (2011). Beyond stock stories and folktales: African Americans' paths to STEM fields. Bingley, UK: Emerald.

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