Session 1D: Education and Diversity, Equity and Inclusion
Session Number
Session 1D: 1st Presentation
Location
IN2
Start Date
26-4-2018 9:40 AM
End Date
26-4-2018 10:25 AM
Abstract
According to the literature there are racial/ethnic inequities that exist in STEM education and careers. Much of the research has examined “how and why certain groups have more or less access, opportunity, and success in the educational trajectories leading to STEM occupations” (Riegle-Crumb & King, 2011). The 2015 U.S. News/Raytheon STEM Index indicates a slow progression in addressing these inequities that are a result of “early bias, discrimination and social expectations”. Nationwide, African-American and Latino students are least likely to have access to quality STEM instruction; they’re more likely to be saddled with negative cultural stereotypes and assumptions about their lack of intellectual ability in math and science (Hutchinson, 2014).
“We don’t want to just increase the number of American students in STEM. We want to make sure everybody is involved,” former President Barack Obama said during remarks ahead of the fifth annual White House Science Fair in March. “That means reaching out to boys and girls, men and women of all races and all backgrounds. Science is for all of us. And we want our classrooms and labs and workplaces and media to reflect that.”
The National Academy of Sciences suggests that, without the participation of individuals of all racial/ethnic backgrounds and genders, the increasing demand for workers in STEM fields will not be met, potentially compromising the position of the United States as a global leader. This presentation will discuss an approach to minimize the STEM divide that disproportionately impacts Black and Latino students by providing a 5-step motivation-based process. In addition, this presentation will examine and address the STEM geographic divide that exists, disproportionately impacting rural communities. Furthermore, future studies that focus on the gender STEM divide will be introduced.
Session 1D: Education and Diversity, Equity and Inclusion
IN2
According to the literature there are racial/ethnic inequities that exist in STEM education and careers. Much of the research has examined “how and why certain groups have more or less access, opportunity, and success in the educational trajectories leading to STEM occupations” (Riegle-Crumb & King, 2011). The 2015 U.S. News/Raytheon STEM Index indicates a slow progression in addressing these inequities that are a result of “early bias, discrimination and social expectations”. Nationwide, African-American and Latino students are least likely to have access to quality STEM instruction; they’re more likely to be saddled with negative cultural stereotypes and assumptions about their lack of intellectual ability in math and science (Hutchinson, 2014).
“We don’t want to just increase the number of American students in STEM. We want to make sure everybody is involved,” former President Barack Obama said during remarks ahead of the fifth annual White House Science Fair in March. “That means reaching out to boys and girls, men and women of all races and all backgrounds. Science is for all of us. And we want our classrooms and labs and workplaces and media to reflect that.”
The National Academy of Sciences suggests that, without the participation of individuals of all racial/ethnic backgrounds and genders, the increasing demand for workers in STEM fields will not be met, potentially compromising the position of the United States as a global leader. This presentation will discuss an approach to minimize the STEM divide that disproportionately impacts Black and Latino students by providing a 5-step motivation-based process. In addition, this presentation will examine and address the STEM geographic divide that exists, disproportionately impacting rural communities. Furthermore, future studies that focus on the gender STEM divide will be introduced.