Why are minority students underrepresented in STEM?
Today, the modern world has promising fields like Science, Technology, Engineering, and Mathematics (STEM) careers. These are some of the exciting careers and are on evaluation, well paid, and very challenging. Nonetheless, the enrollment of students from minority groups, particularly African American, Native American, and Hispanic/Latino students in 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 (African Americans, Native Americans, and Hispanics/Latinos) NOT taking courses in Science, Technology Engineering, and Mathematics (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.
Limited Access to Resources in Early Education
For many minority students, the opportunity to get a high-quality education in STEM subjects starts on the wrong foot. Knowing that schools in low-income areas are expected to cater to so many minority students, most of these schools will be poorly endowed. They might need more money to upgrade their SCIENCE labs, technology, and STEM programs which motivates students. If students fail to attend STEM subjects before the time of interest, they may not come across as interested in STEM or even know much about STEM occupations. Freshmen in affluent schools may start learning to code, engage in science projects, and participate in robotics clubs. For many minority students, though, subprogram opportunities are few and far between, and the children may only get their STEM information from books and never get a chance to do the activities (Estrada, 2016).
Few STEM Role Models and Mentors
Another issue is the inability to find STEM professionals with similar ethnic backgrounds. Lack of representation about people of the students’ identity in STEM jobs as school, media, or community present can contribute to the student’s inability to imagine themselves in a STEM position. For instance, when a young girl of color watches a teacher, scientist, or engineer who looks like her, she will likely be encouraged and inspired to pursue that career. Lacking these positive influences, students may develop feelings that STEM-related professions are not for individuals who look like them. It has to be said that an opportunity to get acquainted with STEM professionals with the same ethnic background can make a big difference when it comes to minorities—students who have advisors who understand the circumstances under which they have to work consistently in STEM (Kricorian, 2020).
Financial Problems and High Costs
Unfortunately, for many people, education and everything required to perform well in school can be a real problem in terms of the financial aspect. Most STEM classes in high school may include additional charges such as lab manual charges for apparatus or charges for field trips and competitions. Some of the costs related to these disciplines are only affordable to some families, and therefore, such subjects might be very limited for a student (Flynn, 2016). Moreover, tuition fees are also an important concern and may pose a challenge. STEM careers often take longer to finish than other fields, and so students earn more tuition and other expenses. Although scholarships and financial aid are available, it is a real challenge for students to search for them or fill out their forms.
Cultural and Social Pressures
In some cultures, there may be leanings towards other professions that are more popular or relatable. For instance, some learners will have family pressures to pursue careers that are already saturated in their community, such as teaching, nursing, and business. All of these are good fields, but students may get a feeling they need to be more motivated to go for STEM, more so if this trend is not observed at their homes or in their fellow families. Stereotypes can also be in the picture of cross-cultural differences. People usually entertain misconceptions regarding the abilities of some groups to be ‘naturally’ better in Mathematics and science than others. Such beliefs can leave students with a feeling that they do not belong to the STEM domain, even if they are keen and capable of engaging in STEM-related activities. This stereotype and social pressure impact students’ self-efficacy and limit their ability to pursue harder STEM courses or envision themselves as successful in STEM careers (Estrada, 2016).
Lack of Encouragement and Support in Schools
The level of support for minority students who have an interest in STEM has made or broken their chances of staying with STEM in school. Teachers who assist students are significant to the improvement of the student, and the performance students achieve can be boosted if a teacher is supportive. Of course, sometimes teachers can be met who will not inspire the student or, on the contrary, do not believe in their abilities. With such scant support, learners are likely to drop out of STEM classes, thereby giving up on STEM courses. The programs that aim to get teachers to commit themselves to assist all learners, including minority students, and training that prepares the teachers with the necessary knowledge for perceiving difficulties that the minority learners might encounter results in a favorable classroom climate.
Creating a Path Forward: How to Support Minority Students in STEM
Ways for Enhancing the Minority Student Experience in STEM If more diversity in STEM careers is to be encountered, action must be taken at present. Here are some ways we can help break down the barriers minority students face:
Strategies to Support Minority Students in STEM
Access to STEM Programs - Increase funding for STEM resources in underserved schools for hands-on learning.
Mentorship and Role Models - Connect students with STEM mentors from similar backgrounds for inspiration.
Financial Support - Provide scholarships and guidance to reduce financial barriers.
Family and Community Support - Involve families in STEM to encourage student interest.
Inclusive Environments - Create supportive school spaces with culturally aware teaching.
The Future of STEM: Why Diversity Matters
That is why the diversification of STEM has a positive impact on everyone involved. Having diverse views helps introduce new values, innovation, and even approaches to existing problems about why are minority students underrepresented in STEM fields. Minority students hold the key to providing a lot to STEM courses. But they require permission to grow, play, and understand that they are welcome. STEM education is not an exclusive area; it’s for everybody. By so doing, we eliminate these barriers and encourage every child to be given an equal chance to be part of the future in STEM.
References
· Estrada, M. B. M. C. A. G. C. P. B. D. W. F. G. C. G. .. &. Z. M., 2016. Improving underrepresented minority student persistence in STEM.
· Flynn, D. T., 2016. STEM field persistence: The impact of engagement on postsecondary STEM persistence for underrepresented minority students.
· Foltz, L. G. G. S. &. K. S. L., 2014. Factors that contribute to the persistence of minority students in STEM Fields.
· Kricorian, K. S. M. L. D. U. E. &. E. O., 2020. Factors influencing participation of underrepresented students in STEM fields: matched mentors and mindsets..
National Science Foundation, National Center for Science and Engineering Statistics (2015a). Women, Minorities, and Persons with Disabilities in Science and Engineering,