Education Supports Racial and Ethnic Equality in STEM

Beede, David N.; Julian, Tiffany; Khan, Beethika; Lehrman, Rebecca; McKittrick, George; Langdon, David; Doms, Mark

doi:10.2139/ssrn.1934821

Cited by 29 publications

(27 citation statements)

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“…In looking at differences in career interest based on race and ethnicity, it is important to remember that our population was divided into over-and underrepresented populations (Beede, 2011) based on analysis of the current workforce, with African-Americans and Hispanics making up a large majority of the underrepresented population and Caucasians the majority of the overrepresented group. In the CoreSTEM model, race/ethnicity was selected and showed that underrepresented groups had a stronger interest in CoreSTEM careers than the overrepresented group, when all other variables were taken into account.…”

Section: Discussionmentioning

confidence: 99%

“…In contrast, Asians and Caucasians are, in general, over-represented in the U.S. in STEM professions (Beede et al, 2011). A more open question is the underlying causes for these racial and ethnic disparities.…”

Section: Race/ethnicitymentioning

confidence: 99%

“…Race/ethnicity was redefined as a dichotomous variable representing overrepresented and underrepresented students. Based on current demographic analyses (e.g., Beede et al, 2011), Caucasian and Asian students were categorized as overrepresented in STEM, and all other races/ethnicities were categorized as underrepresented in STEM. Four items asking students if they know any adults who work as a scientist, mathematician, engineer, or technologist, were combined into one variable.…”

Section: Independent Variablesmentioning

confidence: 99%

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The Relationship of STEM Attitudes and Career Interest

Wiebe

Unfried

Faber³

2018

EURASIA J MATH SCI T

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This study examines the relationships between attitudes toward all core STEM subjects and interest in STEM careers among 4th through 12th grade US students through the administration of the Student Attitudes toward STEM (S-STEM) Survey to over 15,000 public school students. The research developed a model based on expectancy-value theory that incorporates key demographic factors of age, gender, and race/ethnicity. Our findings reinforce prior research that students across key demographic factors perceive biological/clinical and physical science career paths differently, resulting in two career clusters. Of interest, the relationship of mathematics attitudes to career interest varied by STEM career cluster. Findings were also supportive of the conclusion that students' attitudes towards STEM careers are not static over their primary and secondary grades, stabilizing and leveling during their secondary years. Gender showed significantly different interest levels for the two career clusters: males higher for physical sciences and females higher for biological/clinical sciences. Racial/ethnic disparity in STEM career interests can be seen more readily in physical sciences and engineering than in the biological sciences. Overall, our work reinforces findings that students, as young as elementary grades, are forming attitudinal associations between their academic and life experience and future STEM careers.

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Section: Discussionmentioning

confidence: 99%

Section: Race/ethnicitymentioning

confidence: 99%

Section: Independent Variablesmentioning

confidence: 99%

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The Relationship of STEM Attitudes and Career Interest

Wiebe

Unfried

Faber³

2018

EURASIA J MATH SCI T

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“…Given Asian men's high average educational attainment and racial stereotypes that privilege their intelligence, Asian men may be afforded access to male‐dominated jobs at higher levels of education. Such a pattern is evident in STEM areas where Asian men make up a disproportionate share of workers (Beede et al ).…”

Section: The Gendered Racial Hierarchymentioning

confidence: 99%

Man Up, Man Down: Race–Ethnicity and the Hierarchy of Men in Female-Dominated Work

Yavorsky

Cohen

Qian

2016

The Sociological Quarterly

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Scholars have largely overlooked the significance of race and socioeconomic status in determining which men traverse gender-boundaries into female-dominated, typically devalued, work. Examining the gender composition of the jobs that racial minority men occupy provides critical insights into mechanisms of broader racial disparities in the labor market -in addition to stalled occupational desegregation trends between men and women. Using nationally representative data from the three-year American Community Survey (2010-2012), we examine racial/ethnic and educational differences in which men occupy gender-typed jobs. We find that racial minority men are more likely than white men to occupy female-dominated jobs at all levels of education-except highly-educated Asian/Pacific Islander men-and that these patterns are more pronounced at lower levels of education. These findings have implications for broader occupational inequality patterns among men as well as between men and women.

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“…As data from the Bureau of Labor Statistics indicate, professional opportunities in STEM fields are expected to grow by some 12.5% between 2012 and 2022, a faster rate than non‐STEM fields (Langdon, McKittrick, Beede, Khan, & Doms, ; U.S. Congress Joint Economic Committee, ; Vilorio, ). Yet Blacks and Latinos each make up only 6% of the STEM workforce, even though Blacks represent 12.3% and Latinos 17% of the U.S. population (Beede et al, ; Santiago, Taylor, & Calderon, ). This phenomenon “represents an unconscionable underutilization of our nation's human capital and raises concerns of equity in the U.S. educational and employment systems” (Ong, Wright, Espinoza, & Orfield, , p. 172).…”

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confidence: 99%

Cultivating minority scientists: Undergraduate research increases self-efficacy and career ambitions for underrepresented students in STEM

et al. 2016

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In this study, Social Cognitive Career Theory (SCCT) is used to explore changes in the career intentions of students in an undergraduate research experience (URE) program at a large public minorityserving college. Our URE model addresses the challenges of establishing an undergraduate research program within an urban, commuter, underfunded, Minority-Serving Institution (MSI). However, our model reaches beyond a focus on retention and remediation toward scholarly contributions and shifted career aspirations. From a student's first days at the College to beyond their graduation, we have encouraged them to explore their own potential as scientists in a coordinated, sequential, and self-reflective process. As a result, while the program's graduates have traditionally pursued entry-level STEM jobs, graduates participating in mentored research are increasingly focused on professional and academic STEM career tracks involving post-graduate study. In addition to providing an increasingly expected experience and building students' skills, participation in undergraduate research is seen to have a transformative effect on career ambitions for many students at MSIs. While undergraduate research is often thought of in context of majority-serving institutions, we propose that it serves as a powerful equalizer at MSIs. Building on the institutional characteristics that drive diversity, our students produce scholarly work and pursue graduate degrees, in order to address the long-standing under-representation of minorities in the sciences. # 2016 Wiley Periodicals, Inc. J Res Sci Teach 54: 2017 Keywords: undergraduate research; urban education; self-efficacy; science; title V Despite substantial advances and extensive efforts to bridge the divide, significant gaps remain between the educational attainment of minority students and their majority peers (Kao & Thompson, 2003; Viadero & Johnston, 2000). One area of particular concern is in the science, technology, engineering, and mathematics (STEM) fields. As data from the Bureau of Labor Statistics indicate, professional opportunities in STEM fields are expected to grow by some 12.5% between 2012 and 2022, a faster rate than non-STEM fields ( U.S. Congress Joint Economic Committee, 2012; Vilorio, 2014). Yet Blacks and Latinos each make up only 6% of the STEM workforce, even though Blacks represent 12.3% and Latinos 17% of the U.S. population Santiago, Taylor, & Calderon, 2015). This phenomenon "represents an unconscionable underutilization of our nation's human capital and raises concerns of equity in the U.S. educational and employment systems" (Ong, Wright, Espinoza, & Orfield, 2011, p. 172).In the late 1990s, we, a leading minority-and Hispanic-serving institution in the Northeastern United States, were faced with a related conundrum-while institutional enrollments in science were defying national trends and increasing, graduation rates were poor, and in fact had stagnated, resulting in a net decrease in retention over time. By the year 2000, there were over 500...

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Education Supports Racial and Ethnic Equality in STEM

Cited by 29 publications

References 0 publications

The Relationship of STEM Attitudes and Career Interest

The Relationship of STEM Attitudes and Career Interest

Man Up, Man Down: Race–Ethnicity and the Hierarchy of Men in Female-Dominated Work

Cultivating minority scientists: Undergraduate research increases self-efficacy and career ambitions for underrepresented students in STEM

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