Recently, scholars have begun applying the framework of
systemic racism to explain the experiences of racial minorities in STEM. Specifically, research indicates that people of color, especially blacks, experience higher levels of
discrimination, incur various
microaggressions, and a lack of overall mentorship and support in STEM. A study highlighting the underrepresentation of women and racial minorities in STEM found that Asian and White candidates were viewed as more competent and hirable than Black and Latino/a candidates. Similarly, survey results from this study show that students were much more likely to recognize and name white male STEM professionals than Black or women STEM professionals. Additionally, students of color on college campus often face prevailing societal misconceptions and assumptions that they are affirmative action beneficiaries, on sport scholarships, and/or
“at-risk” students. Students of color additionally must contend with
stereotype threat that has been found to lower academic achievement. In particular, high-achieving Black students, attempting to combat prevailing stereotypes about their lack of intelligence, while Asian students combat the prevailing
model minority stereotype presuming they are biologically predisposed to mathematical ability.
Stem identity The development of a STEM identity increases the overall likelihood that a student will continue to develop scientific literacy and pursue a STEM career. The
National Research Council's 2009 report describes students developing STEM identities as learning to “think about themselves as science learners and develop[ing] an identity as someone who knows about, uses and sometime[s] contributes to science.” Black girls are less likely to develop STEM identities in middle school because they have fewer science-related experiences outside of school and less confidence in their scientific ability than Asian-American, Latina, and White middle school girls, making them less likely to enter STEM fields in the future. Additionally, research demonstrates that beyond first-hand experience with science, societal norms, stereotypes, and interactions with peers, teachers, and family contribute to the development of a STEM identity.
Microaggressions People of color and underrepresented minority groups in
science, technology, engineering and math are more likely than whites to experience racial
microaggressions. Studies show racial microaggressions that occur on college campus weaken students sense of belonging, make it difficult to form relationships with faculty, and contribute to less cultural alignment with STEM. At predominantly white institutions (PWI) environmental microaggressions are common in shared laboratory spaces among students and during meetings with faculty and advisors. Black female students are especially likely to feel alienated and isolated from their peers in STEM departments.
Implicit bias Research on
implicit bias demonstrates that as early as preschool teachers are likely to hold implicit bias against students of color, especially Black boys. While Black children make up 19% of preschool enrollment, they account for about half of preschool suspension. Implicit biases among teachers, faculty, and colleagues makes it more difficult for students of color to form relationships, network with professionals in their fields, and find valuable mentors. Judgments placed upon people of color based on implicit biases are incredibly damaging and contribute to
stereotype threat, which affects their overall performances. For instance, Black women are often assumed to be under-qualified forcing them to prove that they deserve to be in those spaces as was the case of
Katherine Johnson depicted in ''Disney's'' "
Hidden Figures".
Sense of belonging When people do not feel welcome in a place, environment, or institution, they are less likely to feel they belong and more likely to withdraw. In particular, women and people of color often adopt individual strategies of
assimilation or
patriarchal bargaining in their attempt to gain acceptance. Similarly, Black female undergraduates students describe coping with racism on campus by gravitating toward same-race peers, faculty, and staff. These test score disparities were attributed to both socioeconomic status gaps between races and school qualities. In particular, Black and Hispanic students are more than double as likely to live in low-income neighborhoods compared to White students which directly contributes to less money for local public schools and indirectly less funding for STEM programs. For example, those who have not taken high school trigonometry, calculus, or physics, are put at a disadvantage in terms of graduating with a STEM degree.
College While Black males are twice as likely as their white peers to declare a STEM major upon entering college, they are less likely to graduate with a STEM degree. A
Pew survey of men and women in STEM indicates that 50% of women in STEM experienced gender-related discrimination at work and about 62% of Black people in STEM jobs stated they experienced racial discrimination at work. Additionally, 72% of Black STEM workers believe that facing racial discrimination is a major reason why there are not more people of color in STEM fields. == Strategies for increasing participation of people of color in STEM ==