The enrollment of students from minority groups, particularly African American, Native American, and Hispanic/Latino students in Science, Technology Engineering, and Mathematics (STEM) fields, remains low. There are fewer people within such areas than in other groups, and this trend follows them to college and workplaces. But why are under-represented minority students NOT taking courses in STEM? This raises several questions as to what factors are currently denying these students an opportunity to venture, learn about, or excel in STEM careers. Here, we discuss some of the causes of stereotypical shortages of underrepresented minorities in STEM and whether and how more students in these communities can be supported when pursuing STEM.

In today’s world, when information technologies are growing at incredible speed, professions in science, technologies, engineering, and mathematics (STEM) fields are invaluable. These fields are used to address some of the biggest challenges faced globally as well as drive change. However, there’s a growing concern: underrepresented minority students like African Americans, Hispanics / Latinos, and Native Americans are not placed in classes that prepare them for STEM careers. In the process, many of these students do not have the proper courses and adequate direction to point them in the right direction for these industries. This raises a key question: Are under-represented minority students (African Americans, Native Americans, and Hispanics/Latinos) being placed in courses that will prepare them for Science, Technology Engineering, and Mathematics (STEM) careers? 

The United States has struggled to meet diversity objectives in the STEM workforce, primarily because the education system has failed to support and retain underrepresented minority (URM) students. National figures continue to show that the gap between URM students (African Americans, Native Americans, and Hispanics/Latinos) and white and Asian students in STEM degree completion grows at every degree level. There have been some wins, but the gap remains. When discussing the ‘pipeline’ issue that limits URM representation in STEM, it is important to address the barriers that need to be removed and to explore strategies to boost STEM enrollment among underrepresented minority students.