Research Blog #10

Abstract:
This research paper looks into the lack of diversity in STEM. All throughout the STEM field white and Asian males are the vast majority. This paper evaluates why “the STEM workforce is no more diverse now than in 2001” (Bidwell). In short, the answer to this question is seen in the underlying sense of racism and sexism in America. Furthermore, minorities are put at a disadvantage from a young age. Even though a number of things are being done to combat this unfortunate norm, they are not making the kind of drastic impact needed if America is going to survive as an economic powerhouse in the world. These efforts include everything from mentorship programs to even new laws being implemented. However, as mentioned before, diversity in STEM continues to stagnate. This is a huge problem for America. Diversity in STEM revolves around the theoretical claim that minorities thus far have been an “untapped resource.” As an economy, America must be able to reach this resource, otherwise the consequences will be detrimental. This paper will evaluate specifically what will go wrong and why this is. 

Works Cited:

Alegria, Sharla N, and Enobong Hannah Branch. “Causes and Consequences of Inequality in the STEM: Diversity and Its Discontents.” Genderandset, International Journal of Gender, Science, and Technology, file:///C:/Users/tripl/Documents/ResearchDisciplines/Causes%20and%20Consequences.pdf.

Baber, Lorenzo Dubois. “Color-Blind Liberalism in Postsecondary STEM Education.” Diversifying STEM: Multidisciplinary Perpectives on Race and Gender, edited by Ebony O McGee and William H Robinson, Rutgers University Press, 2019, pp. 19–35.

Bidwell, Allie. “STEM Workforce No More Diverse Than 14 Years Ago.” U.S. News & World Report, U.S. News & World Report, 24 Feb. 2015, www.usnews.com/news/stem-solutions/articles/2015/02/24/stem-workforce-no-more-diverse-than-14-years-ago

Briggs, C. (2017). THE POLICY OF STEM DIVERSITY: Diversifying STEM Programs in Higher Education. Journal of STEM Education, 17(4),. Laboratory for Innovative Technology in Engineering Education (LITEE). Retrieved February 28, 2020 from https://www.learntechlib.org/p/174403/.

Chapman, Robbin. “Rendering the Invisible Visible: Student Successs in Exclusive Excellence STEM Environments.” Diversifying STEM: Multidisciplinary Perpectives on Race and Gender, edited by Ebony O McGee and William H Robinson, Rutgers University Press, 2019, pp. 36–52.

Hurst, Charles E., et al. Social Inequality: Forms, Causes, and Consequences. 9th ed., Routledge, 2017.

Hutton, Carrie. “Using Role Models to Increase Diversity in STEM.” Technology and Engineering Teacher, vol. 79, no. 3, Nov. 2019, pp. 16–19. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1232265&site=ehost-live

Madden, Krystal, et al. “Cartographies of Race, Gender, and Class in the White (Male Settler) Spaces of Science and Mathematics: Navigations by Black, Afro-Brazillian, and Pakistani/American Women.” Diversifying STEM: Multidisciplinary Perpectives on Race and Gender, edited by

Ebony O McGee and William H Robinson, Rutgers University Press, 2019, pp. 69–106.

McGee, Ebony O., and William H. Robinson. Diversifying STEM: Multidisciplinary Perspectives on Race and Gender. Rutgers University Press, 2020.

The Integrated Postsecondary Education Data System, National Center for Education Statistics, nces.ed.gov/ipeds/use-the-data.

Research Blog #9

My argument in the form of a thesis statement is, there is a severe problem in term of diversity in STEM. Women and minorities have to deal with constant biases and disadvantages. Although mentorship programs and law changes have tried to help, they have not been good enough. If this continues America’s economy will suffer. This can be asserted in the form of four research questions. Why do STEM fields suffer from a lack of diversity? Does a lack of opportunity cause this or do people still have gender and racial biases that put minorities at a disadvantage? What is and can be done to change this? What if things just stay the same? The first two research questions relate to each other because the reason why STEM is not diverse is because of a lack of opportunity and personal biases. Mentorship and law changes address the second question because that is what is mainly being done to combat this. However, it is not making enough impact so things may stay the same. If this happens, then America's economy will suffer. There are not enough white and Asian males to cover all the future jobs in the growing STEM field. An argument that tries to counter this claims that the White population in STEM has actually been decreasing since 1960. While yes, the world is a lot more diverse now than 60 years ago, this does not necessarily mean positivity. A closer inspection of the graph shows diversity has not increased since 2001. Diversity has stagnated for 20 years and this is not good enough. 

Research Blog #8

My case comes from "Cartographies of Race, Gender, and Class in the White (Male Settler) Spaces of Science and Mathematics." This study evaluates the life of three different students, all of whom have to go through their own hardships in being accepted within the STEM field. Krystal had to deal with American stereotypes her entire life. However, with the help of mentors, she is able to get through all of this and get her Master’s degree. Priscila compares how different America is to other countries. America is far worse in terms in diversity and racial and gender biases. Lastly, Sara unfortunately is not able to break through American racism and sexism, and as a result does not achieve her dreams. This directly relates to my paper on STEM diversity because it displays the hardships minority students have to go through. Furthermore, this case also addresses mentorhsip programs and role models through Krystal. 

Research Blog #7

The academic frame utilized throughout my paper is the idea that women and minorities are untapped resources. One way this relates to my paper is through the well-being of the American economy. 

“This perspective maintains that the overwhelming uniformity of the U.S. STEM workforce (84 percent are White or Asian men) jeopardizes national scientific and technical achievement… and positions minoritized people of color as an untapped resource…” (McGee and Robinson 1). Right now there are more STEM jobs available than White or Asian men can handle by themselves. If this continues there will be a shortage of STEM workers. This is why it is important for America to reach its untapped resource. “In the final analysis, if the United States is to survive as a dominating economic, technological, and military force within the world, it must make a significant investment within its own human resources" (Briggs). The United States needs to get more of its people involved in STEM, especially minorities and women. If given the resources, they have the potential to thrive in STEM, and the American economy will stay atop of the World.

Liturature Review Blog Post #4

The article used for this review is called, "Causes and Consequences of Inequality in the STEM: Diversity and its Discontents," by Sharla N. Alegria and Enobong Hannah Branch.

1) Picture-

2) Citation- 

Alegria, Sharla N, and Enobong Hannah Branch. “Causes and Consequences of Inequality in the STEM: Diversity and Its Discontents.” Genderandset, International Journal of Gender, Science, and Technology,file:///C:/Users/tripl/Documents/ResearchDisciplines/Causes%20and%20Consequences.pdf

3) Brief Summary-

This article attacks the issue of a lack of diversity in STEM from a different angle. It actually provides statistics and graphs that show that diversity has actually improved in recent years among white men and white women. White men are gradually taking up smaller percentages of the total STEM population. In short, the aritcle provides hope that efforts to create more diversity is finally working. 

4) About the Author- 

Sharla N. Alegria works in the department of sociology at the University of Massachusetts. She has a PhD in sociology from the school she works at with a graduate certificate in Advanced Feminist Studies. Her areas of specialization include race and gender sciences. Her disertation was written with Enobong Hannah Branch on immigrants in the workforce. 

5) Key Terms- 

"Social Science" is thee study of human society and social relationships. Alegria and Branch study social relationships in STEM and how being a minority shifts the perspectives of others.

"Computing" in terms of this article refers to a particular field in STEM in which there is a decreasing amont of white males.

6) Quotes-

"In 1960, nearly 90% of scientists and engineers were White men, but this number fell sharply, roughly 10% each decade, until 2000 when the percentage of Computing workers who are White men begins to level off at about 50%" (Alegria and Branch 331).

"While immigrants are highly successful in entering the American scientific workforce, they do so with severe restrictions that bind their legal status in the country to the good faith of their employers" (Alegria and Branch 339).

7) Value-

This article is very valuable because it is the only source that provides a sense of controversy. All other sources talk about how diversity is not where it needs to be. While this is true, this article provies insight that diversity used to be a lot worse and has actually significantly improved.  

Research Blog #6

https://www.onlineuniversities.com/blog/2012/06/10-startling-stats-about-minorities-stem/

This image provides many statistics that show that both minorities and women are not prevalent in STEM fields. The most drastic of these include that 73% of engineers are white, African Americans, Native Americans, and Hispanics account for over a third of the American population, yet they only account for 12% of undergraduate degrees in engineering, and only 1 in 10 STEM workers are minority women. These numbers are staggering and proves that diversity is a huge problem in this country that needs to be resolved.

Liturature Review Blog Post #3

The article used for this literature review is called, "Using Role Models to Increase Diversity in STEM"

1) Picture-


2) Citation-

Hutton, Carrie. “Using Role Models to Increase Diversity in STEM.” Technology and Engineering Teacher, vol. 79, no. 3, Nov. 2019, pp. 16–19. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1232265&site=ehost-live

3) Brief Summary-

In this article, Hutton discusses the importance of role models. These role models can be from classrooms, from homes, or from communities. Minorities oftentimes are discrouaged to go into STEM fields because they do not have anyone to look up to . It is imperative for minority students to be able to see success stories. This will inspire these students to study STEM as well. This is especially important in K-12 students so they know what they have to do in order to be ready for college. 

4) About the Author-

Carrie Hutton is Mathematics and General Education program directors at Calumet College of St. Joseph. She started her career as a professor of various math classes, and also taught dual-credit engineering classes at local high schools. She has seen first hand the dynamics of STEM classrooms and lack of diversity that comes with it. This led her to become the commissioner for the Human Relations Commission, in Hammond, Indiana. 

5) Key Terms-

The "ITTEA" is the International Technology and Engineering Educators Association. They reach out to educators and let them know what they should be teaching their students in order to prepare them for the future in technology. 

"Community members" in terms of mentorships include people from local industries, museums, universities, and businesses.

6) Quotes-

"All K-12 students’ educational experiences are shaped by teacher quality (Palmer et al., 2010). Teachers are important role models in the STEM circuit" (Hutton 18). 

" Providing students with role models at home, in the classroom, and in the community is too often an overlooked but significant factor in how students see themselves as adults and how they connect what they do in K-12 classrooms with future careers" (Hutton 19).

7) Value-

Even though there is no hard evidence in this article, such as statistics, Hutton still gets her point across. There is a direct correlation between mentorships and inspiration. Furthermore, the more inspiration, the more minorities in STEM. However, this needs to be done on a larger scale in order for there to be success.

Research Blog #5

Revised Research Questions-

Why do STEM fields suffer from a lack of diversity? Does a lack of opportunity cause this or do people still have gender and racial biases that put minorities at a disadvantage? What is and can be done to change this? What if things just stay the same?

Works Cited

Alegria, Sharla N, and Enobong Hannah Branch. “Causes and Consequences of Inequality in the STEM: Diversity and Its Discontents.” Genderandset, International Journal of Gender, Science, and Technology, file:///C:/Users/tripl/Documents/ResearchDisciplines/Causes%20and%20Consequences.pdf.

Baber, Lorenzo Dubois. “Color-Blind Liberalism in Postsecondary STEM Education.” Diversifying STEM: Multidisciplinary Perpectives on Race and Gender, edited by Ebony O McGee and William H Robinson, Rutgers University Press, 2019, pp. 19–35.

Bidwell, Allie. “STEM Workforce No More Diverse Than 14 Years Ago.” U.S. News & World Report, U.S. News & World Report, 24 Feb. 2015, www.usnews.com/news/stem-solutions/articles/2015/02/24/stem-workforce-no-more-diverse-than-14-years-ago

Briggs, C. (2017). THE POLICY OF STEM DIVERSITY: Diversifying STEM Programs in Higher Education. Journal of STEM Education, 17(4),. Laboratory for Innovative Technology in Engineering Education (LITEE). Retrieved February 28, 2020 from https://www.learntechlib.org/p/174403/.

Chapman, Robbin. “Rendering the Invisible Visible: Student Successs in Exclusive Excellence STEM Environments.” Diversifying STEM: Multidisciplinary Perpectives on Race and Gender, edited by Ebony O McGee and William H Robinson, Rutgers University Press, 2019, pp. 36–52.

Hurst, Charles E., et al. Social Inequality: Forms, Causes, and Consequences. 9th ed., Routledge, 2017.

Hutton, Carrie. “Using Role Models to Increase Diversity in STEM.” Technology and Engineering Teacher, vol. 79, no. 3, Nov. 2019, pp. 16–19. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1232265&site=ehost-live

Madden, Krystal, et al. “Cartographies of Race, Gender, and Class in the White (Male Settler) Spaces of Science and Mathematics: Navigations by Black, Afro-Brazillian, and Pakistani/American Women.” Diversifying STEM: Multidisciplinary Perpectives on Race and Gender, edited by Ebony O McGee and William H Robinson, Rutgers University Press, 2019, pp. 69–106.

McGee, Ebony O., and William H. Robinson. Diversifying STEM: Multidisciplinary Perspectives on Race and Gender. Rutgers University Press, 2020.

 

The Integrated Postsecondary Education Data System, National Center for Education Statistics, nces.ed.gov/ipeds/use-the-data.

Research Blog #4

Ali Abdelhamid

Research Proposal

1) Working Title-

The Reasons Why STEM is not Diverse Enough, How to Correct it, and What if We Don’t

2) Topic Description-

Colleges have a major problem when it comes to diversifying STEM. The vast majority of STEM students are either Asian or white males. Women and minorities are completely neglected in this field. According to “Color-Blind Liberalism in Postsecondary STEM Education,” by Lorenzo Dubois Baber, in no type of STEM related field did the African American or the Latino community receive over 10% each of the total bachelors degrees awarded. This means that over 80% of STEM degrees awarded fall under a different demographic. These numbers actually drop further when looking at Masters and PhD degrees. Here, over 90% of degrees were awarded to other demographics. This study asserts that minorities are at a disadvantage and it is harder for them to get to the same places as their white or Asian counterparts. This is a major issue because a lack of diversity actually has the potential to hinder the American economy. This is due to the fact that minorities have become an untapped resource. According to Calvin Briggs in The Policy of STEM Diversity: Diversifying STEM Programs in Higher Education, the minority population is the fastest growing population in America, and it is necessary to educate them in order for America to remain an influential world economy. This is done through mentorship programs, as Briggs claims, “35 percent of HBCU graduates had completed a graduate degree, opposed to 25 percent of an appropriate national comparison group of bachelor degree recipients in STEM” (Briggs). Even though there are things currently being done to combat the lack of diversity, there is still a lot more work to be done.

3) Research Questions-

Why do STEM fields suffer from a lack of diversity? Does a lack of opportunity cause this or do people still have gender and racial biases that put minorities at a disadvantage? What is and can be done to change this? What if things just stay the same?

4) Theoretical Frames-

There are three main theories when addressing this topic: minorities are disadvantaged academically, not enough is being done to combat this, if society stays the way it currently is, the American economy will no longer be a powerhouse.

The first addresses the overall sense of racism and sexism that occur within STEM fields. This makes STEM almost off-putting for minority students and women. This is discussed in the case study, “Cartographies of Race, Gender, and Class in the White (Male Settler) Spaces of Science and Mathematics: Navigations by Black, Afro-Brazilian, and Pakistani/American Women.” In this case study, three minority women students are evaluated on what they have to go through, and why STEM is more difficult for them. Minority women are marginalized in the STEM field and denied positions of power. Another reason why students are at a disadvantage is their backgrounds. Oftentimes minority students do not come from wealthy backgrounds. As a result, they struggle to even go to college in the first place. Furthermore, even if a minority student is able to go to college, they might not come from the best high school. Oftentimes, their high schools do not even offer AP classes. This immediately puts them behind their peers.

The next part of the central idea is talks about how to fix the problem of diversity in STEM. As seen in the article, “Using Role Models to increase Diversity in STEM,” by Carrie Hutton, mentors can go a long way. They can help inspire a younger generation to get involved in STEM fields. This can be done through parents, teachers, or a prominent community members. Hutton explains the “Bringing Learning to Life” mentorship program: “The program was developed as a response to student boredom and lack of understanding about how coursework related to the real world around them” (Hutton). Mentorship programs is a step in the right direction to get minorities interested in STEM fields and promote a positive culture. Another thing that was done to support minorities can be seen in Calvin Briggs’ article The Policy of STEM Diversity: Diversifying STEM Programs in Higher Education. Briggs discusses the legal aspect behind diversity. He states, “As an alternative, in California policy-makers are experimenting with new admission rules that would increase diversity with the University of California (UC) System” (Briggs). States are trying different ways to increase diversity. This includes lawmaking.

Even though there are clear initiatives to increase diversity in STEM, not much is changing. This is because there is not enough being done. The mentorship programs are obviously beneficial, but not enough minorities are taking place in it. Take Rutgers, for example. The university claims that it does everything possible to increase diversity, yet as according to the Integrated Postsecondary Education Data System, only 17 of the 148 students who received a bachelors degree in mathematics in 2018 were minorities. The remaining we all white or Asian. This is unacceptable. The American economy is doomed to fail if society keeps solely relying on white and Asian males for all STEM work.

5) Cases or Examples-

The book Diversifying STEM: Multidisciplinary Perspectives on Race and Gender offer a number of case studies and personal examples that prove the STEM field is not diverse. The first of these studies, called “Color-Blind Liberalism in Postsecondary STEM Education,” by Lorenzo Dubois Baber, looks at the percentages of minority students getting education in STEM fields for not only a bachelors degree, but also Masters degrees and PhDs. The study looks at all of the STEM degrees awarded nationwide, and calculates what percentage of each degree is received by each demographic. The numbers are staggering. This study asserts that minorities are at a disadvantage and it is harder for them to get to the same places as their white or Asian counterparts.

                                                 

                                                      Works Cited

Bidwell, Allie. “STEM Workforce No More Diverse Than 14 Years Ago.” U.S. News & World Report, U.S. News & World Report, 24 Feb. 2015, www.usnews.com/news/stem-solutions/articles/2015/02/24/stem-workforce-no-more-diverse-than-14-years-ago.

Briggs, C. (2017). THE POLICY OF STEM DIVERSITY: Diversifying STEM Programs in Higher Education. Journal of STEM Education, 17(4),. Laboratory for Innovative Technology in Engineering Education (LITEE). Retrieved February 28, 2020 from https://www.learntechlib.org/p/174403/.

Hutton, Carrie. “Using Role Models to Increase Diversity in STEM.” Technology and Engineering Teacher, vol. 79, no. 3, Nov. 2019, pp. 16–19. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1232265&site=ehost-live.

McGee, Ebony O., and William H. Robinson. Diversifying STEM: Multidisciplinary Perspectives on Race and Gender. Rutgers University Press, 2020.

The Integrated Postsecondary Education Data System, National Center for Education Statistics, nces.ed.gov/ipeds/use-the-data.

Literature Review Blog Post #2

The article used for this literature review is called, The Policy of STEM Diversity: Diversifying STEM Programs in Higher Education. 

1) Picture- 


2) Citation- 

Briggs, C. (2017). THE POLICY OF STEM DIVERSITY: Diversifying STEM Programs in Higher Education. Journal of STEM Education, 17(4),. Laboratory for Innovative Technology in Engineering Education (LITEE). Retrieved February 28, 2020 from https://www.learntechlib.org/p/174403/.

3) Brief Summary-

The article focuses on two main aspects on minorities in STEM. First of all, it talks about why minorities are necessary in STEM, and how to get more of them invloved. The American economy needs to be able to diversify its STEM field if it is able to survive. The current people in STEM are aging and it is time for the next generation. The American minority population is the highest growing population in the country, and in order to keep up with other countries, America must be able to tap into this minority population. This is being done through programs such as CEOSE, landmark court decisions, and new laws being created.

4) About the Author-

Calvin Briggs has a PhD in mathematics and teaches at Lawson State Community College. He is also the STEM Director for two federally funded STEM grants. Dr. Briggs works tirelessly to diversify STEM, which explains why he is the site coordinator Georgia-Alabama Louis Stokes Alliance for Minority Participation programs.

5) Key Terms-

"Human resources" is defined as the personnel of a field, especially when regarded as a major asset.

"Problem Solving in technology-rich environments" is one of the criteria during a study by the PIACC. They found that America did not even rank in the top 20 in this because of minorities in other countries have a higher STEM literacy than minorities in America.

6) Quotes-

"the 2007 Supreme Court decision in Parents Involved in Community Schools v. Seattle School Dist. No. 1, 127 S.Ct. 2738 (2007) found that there was no “compelling government interest” and the admission policy governed by a racial quota was not “narrowly tailored” to the interest of diversity (2007)" (Briggs).

"UC Berkley had an academic desire to diversify its student body and a legal desire to circumvent future litigation" (Briggs).

"In the final analysis, if the United States is to survive as a dominating economic, technological, and military force within the world, it must make a significant investment within its own human resources" (Briggs).

7) Value-

This article provides statistics that was not found in other sources, and also seemed more in depth. For example, instead of just saying programs are implemented to fight for STEM diversity, Briggs says, "In addition, 34 percent of HBCU-UP alumni completed graduate degrees, 13.5 percent higher than African American students nationally (20.5 percent)" (Briggs). This type of data actually provides insight on how to diversify STEM.

Literature Review Blog Post #1

The book used for this literary review is called, Diversifying STEM: Multidisciplinary Perspectives on Race and Gender, by Ebony O. McGee and William H. Robinson.

1) Picture-
2) Citation-

McGee, Ebony O., and William H. Robinson. Diversifying STEM: Multidisciplinary Perspectives on Race and Gender. Rutgers University Press, 2020.

3) Brief Summary-

This book provides in depth statistics and reasons as to why STEM jobs are mainly Asian and white males. The authors begin by saying that the lack of diversity is actually hindering the American Economy. They refer to minorities as an untapped resource that needs to be used. McGee and Robinson utilize sociology and psychology as tools to accomplish this. They find out that the problem is mainly in universities not doing enough to promote diversity.

4) About the Authors-

Ebony McGee got her bachelors degree in electrical engineering, and her masters degree in industrial engineering. She knows first hand what it is like to be an African American woman in the STEM field, and all the marginalizing that comes with it. After years on researching about the topic, McGee received the NSF CAREER award for studies that evaluate how racial bias affect students who intend on studying STEM.

William Robinson initially never even considered being a professor in a STEM field. However, with the help of vital African American role models he was successfully able to obtain his PhD in electrical engineering and obtain a faculty job. In 2010 he was the first African American faculty member promoted to associate professor with tenure. Later in 2018, he became the first ever full time African American professor in Vanderbilt's School of Engineering. Lastly, he is a member of the Steering Committee of the Academic and Research Leadership Network. This organization mentors minority engineers.

5) Key Terms-

"Racial bias" is when, also called implicit bias, is when even though a person actively tries to not associate others with racial stereotypes, it still subconsciously slips into their minds. This can lead to minorities being treated unfairly within STEM, whether it be at universities or the workplace.

"Social capital" includes the social connections or networks used for personal or professional gain. Minorities struggle in the STEM workforce because it is harder for them to obtain this.

6) Quotes-

"The U.S STEM workforce... jeopardizes national scientific and technical achievement and positions minoritized people of color as an untapped resource...," (McGee and Robinson 1).

"… there is a slow progress toward acceptance of scholars of color in the academy; however, there is more ground to be gained before parity in STEM career access, socialization, and thriving can be achieved (McGee and Robinson 36).

"… institutional norms and practices have, overtime, served to make many STEM environments unwelcoming and oppressive to many women" (McGee and Robinson 100).

7) Value-

This book helps answer a number of aspects in my research question. Not only does it address why STEM is not diverse, but it also details possible solutions to the problem. For example, the book provides a problem (84% of STEM workers are either white or Asian males) and provides a way to remedy this through positive role model and mentorship programs. This is just one example of many that the book provides that relates to my research question.

Research Blog #3

Research Question- 

Why do STEM fields suffer from a lack of diversity? Is it simply a lack of interest, or does a lack of opportunity cause this? Furthermore, are people still have gender and racial biases that put minorities at a disadvantage? What is and can be done to change this?


Three Scholarly Sources-

Briggs, C. (2017). THE POLICY OF STEM DIVERSITY: Diversifying STEM Programs in Higher Education. Journal of STEM Education, 17(4),. Laboratory for Innovative Technology in Engineering Education (LITEE). Retrieved February 28, 2020 from https://www.learntechlib.org/p/174403/.

Hutton, Carrie. “Using Role Models to Increase Diversity in STEM.” Technology and Engineering Teacher, vol. 79, no. 3, Nov. 2019, pp. 16–19. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=eric&AN=EJ1232265&site=ehost-live.

McGee, Ebony O., and William H. Robinson. Diversifying STEM: Multidisciplinary Perspectives on Race and Gender. Rutgers University Press, 2020.

Research Blog #2

My topic idea has not really changed since my first blog post. I still want to talk about why STEM classes are not as diverse as other classes. STEM classes are mainly filled with white and Asian males. There is a lack of women and minorities.

According to a general google search, diversity for STEM has stagnated since 2001. The reason why there has not been any change in STEM diversity for almost 20 years is for two main reasons. First of all, there is just an overall lack of interest for STEM classes amongst women and minorities. Furthermore, minorities are oftentimes at a disadvantage because their high schools do not have advanced placement STEM classes. This information can be found on this website.

An important scholarly source that addresses this topic is Diversifying STEM: Multidisciplinary Perepctives on Race and Gender. In this book, Ebony O. McGee and William H. Robinson provide many statistics on why STEM classes are not diverse.

Although this book has many of the same ideas as the website mentioned previously, it also incorporates two other major points. First, an overall sense of racism and sexism is offputting to women and minorities so they are less likely to be STEM majors. On top of that, the increasing cost of tuition makes it difficult for minorities to afford college at all. Talent is being wasted because even when a minority actually has the potential and will to overcome the odds, the student cannot fulfill his/her dream because of a monetary issue.

There is really no controversy to this topic. The statistics prove that minorities and women only make up a tiny portion of the STEM population.

Research Blog #1

For my final paper I wanted to focus on diversity at colleges. This can go a number of ways. For example, I can talk about what colleges are doing to try to promote diversity at their campuses; or I can talk about the reason why there are not many minorities going to colleges when compared to other students. However, I want to write about diversity amongst different majors. In my personal experience as a math major, I have noticed the dynamic of people in my upper level math classes are much different than that of my SAS elective classes. My paper will talk about why this is.