By Iliana Gallego

The science, technology, engineering, and mathematics (STEM) sectors are experiencing a boom in job opportunities and high wages. Projections indicate a robust growth in STEM job opportunities, accompanied by consistently higher pay scales. Despite this, Black and Hispanic individuals, as well as women and other minorities, remain significantly underrepresented in these fields.

According to the Pew Research Center, Hispanic workers, for instance, account for only 8% of STEM professionals despite comprising 17% of the broader workforce. African American workers also face underrepresentation in STEM fields. While they make up 11% of all employed adults, only 9% of STEM professionals are Black. Meanwhile, workers of Caucasian descent predominantly make up 67% of STEM professionals. This gap underscores the barriers that BIPOC (black, indigenous, and other people of color) individuals face in accessing STEM education and careers.

The underrepresentation of BIPOC individuals in STEM fields highlights a growing systemic issue that remains unaddressed. In addition, women in STEM occupations are similarly lacking, according to the United States Census Bureau women are nearly half of U.S. workforce but only 27% of STEM workers.

Addressing Socioeconomic Disparities in STEM Education

Socioeconomic status plays a critical role in determining the quality of education a student receives. In underserved communities, schools often struggle with inadequate funding, which translates to a lack of essential resources and infrastructure. Additionally, many of these institutions cannot afford to offer advanced STEM coursework, leaving students without the necessary preparation for higher education or STEM careers.

For instance, data from the Nation’s Report Card reveals a stark contrast: 90% of students in high-income schools have access to physics classes, but only 43% in low-income schools do. Similarly, the enrollment rates for Advanced Placement Calculus BC indicate a significant gap— 30% versus 72% —underscoring the unequal terrain of opportunity, according to a story published in edweek.org.

A story published by Forbes in 2018 revealed that “a quarter of U.S. high schools with the highest percentage of Black and Latino students did not offer Algebra II, a prerequisite for many higher-level STEM courses and the key barrier to college graduation for most Americans.”

“We are not setting our BIPOC students up for success when we do not offer STEM courses to help them prepare.” says Dr. Christan Maxwell, Executive Director of the Bay Area office for the Parent Institute for Quality Education (PIQE).

These inequities in education rapidly snowball into disadvantages that hinder opportunities for future success. Students with these deficiencies will find themselves inadequately prepared to tackle the rigors of college-level math and science courses. Thus, experiencing lower admission rates in STEM majors and consequently, less career opportunities in the flourishing STEM industry.

“It is our education system that brings such discrimination and allows this cycle to continue,” says Dr. Maxwell “It is our diverse leaders in these fields who do not step up and share their experience and knowledge of what it took. We need to invest in schools in underserved communities to give these children the same opportunities.”

This is particularly important to address given that job growth projections in STEM are over two times faster than the total for all occupations, according to the U.S. Department of Labor. Additionally, STEM careers offer significantly higher pay, with median annual wages reaching $95,420 as of May 2021, in contrast to $40,120 for non-STEM roles.

Based on the data we are seeing; a current trend shows that students lacking a strong STEM foundation from elementary school onward consistently fail to secure top job opportunities. If this remains unchecked, the disparity will continue to grow.

The Importance of Representation and Awareness

At PIQE, we are committed to addressing the disparities in STEM education through our comprehensive programs and workshops, particularly our acclaimed STEM Program. Our efforts aim to empower parents from the schools we collaborate with, ensuring they play an active role in their children’s educational journeys.

“When families first arrive at our STEM workshops, they are only there because the school invited them, they are unaware of what the meeting is about,” says Tania Cruz, who has been a PIQE facilitator for over six years.

Cruz explains that many of the parents PIQE serves did not even have the opportunity to finish high school, so the idea of having an engineer or a doctor in the family is simply not a priority for them.

“I share with them the story of José Moreno Hernández, a Mexican-American engineer and former NASA astronaut, who was born in French Camp, California, where some of our families live,” says Mrs. Cruz. “I tell them how during his childhood, Hernández worked alongside his family and other farmworkers in the fields of California, harvesting crops and moving from one town to another, and their interest starts to spike. They see themselves in him.”

Embracing diversity in the STEM fields is not only a matter of innovation but also a matter of equity and social justice; it challenges biases, encourages new perspectives, and cultivates innovation.  By ensuring that everyone has the opportunity to contribute their talents to the STEM fields, we empower marginalized communities, address historical disparities, and create a more inclusive future.

“Being that catalyst for change is pivotal,” says Justine Hoke, PIQE’s Director of Curriculum. “You only feel like you belong if you see yourself in that setting. It presents an avenue for BIPOC and female students to dismantle barriers, not solely for economic progress, but also for empowerment, particularly among those who share similar backgrounds.”

The lack of diversity within STEM fields is often rooted in a lack of awareness about the opportunities available.  A significant percentage of students, particularly those from underrepresented groups, are unaware of the diverse career opportunities available in STEM fields. This lack of awareness can be a significant deterrent, as evidenced by a survey conducted by the Institution of Engineering and Technology (2024), which found that 24.17% of respondents did not pursue STEM careers due to a perceived lack of opportunities. The same survey also highlighted that 45.31% of women felt they were not encouraged to consider STEM careers during their schooling.

Compounding this issue, many students hold narrow or negative perceptions of STEM professionals, which can further discourage them from pursuing these careers. Research published in the STEM Education Journal (2024) emphasizes that while positive perceptions of STEM careers are crucial for fostering interest and aspirations, negative stereotypes can significantly impact students’ confidence and interest.

By shedding light on these facts and figures, we empower individuals to make informed decisions about their educational and career paths, ultimately contributing to a more diverse and inclusive STEM landscape.

Initiatives aimed at increasing BIPOC representation in STEM, such as scholarships, mentorship programs, and community outreach, are essential to bridging this gap and ensuring equal opportunities for all. 

“When our children are young, we tell them about Santa and the tooth fairy, and they believe us.” says Mrs. Cruz. “So why not instill in them the belief that they can be anything they desire? If we consistently nurture this belief and reinforce it, they will embrace it wholeheartedly, knowing they can achieve any dream they set their minds to.”