“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.
Monday, March 30, 2020
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.
Wednesday, March 25, 2020
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-
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
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.
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.
Tuesday, March 24, 2020
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.
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.
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