Walking through the Leaky Academic Pipeline in STEM: Equity Not Equality Needed for Women and under Represented Minorities (URMs)

Abstract

Previous studies have shown STEM (Science Technology Engineering and Mathematics) disciplines to have low representation by women and certain minorities (i.e. gender, race and ethnic minorities). Higher up the academic ladder, the higher the gap in parity between the majority and minority groups in STEM suggesting a leaky pipeline caused due to higher attrition of women and minorities. Prevailing conscious as well as subconscious gender-science stereotypes, lack of sense of belonging towards male-dominated STEM disciplines, hostile campus environments and negative student-faculty interactions, lack of diversity in the academic hiring process and in journal editorial committees and understanding of academic metrics are to be considered when hiring minorities play a role in establishing and maintaining the leaky academic pipeline. Women & URMs tend to possess significant homophily in academic networks and collaborations impacting scientific productivity and quality recently exacerbated by the COVID-19 pandemic. COVID-19 lead to lower initiation of new projects—particularly faced by minorities groups in STEM—thereby possibly impacting productivity for years to come. Proposals for making STEM education and jobs more equitable need to be formulated and taken up as a priority if science and its wide-reaching impacts have to truly serve all people.