HBCU Alumni Alliance (STEM) Related Professions

Alumni of Historically Black Colleges and Universities (HBCUs) are concerned about the inadequate representation of minorities in science, technology, engineering and mathematics (STEM) related professions. Consequently, DCHBCUAA STEM professionals have designed and organized an instructional hands-on workshop for students in grades 10-12. The workshop is designed to increase their awareness of the exciting opportunities available in the sciences and to provide an opportunity for students to talk to subject matter experts currently working in STEM occupations.

Since the 1990’s however, there has been a 33% increase in the number of Hispanic Students enrolling in STEM programs. This does not mean that they necessary complete their degree, as Hispanics more likely to drop out of the program or university than their white counterparts. It used to be that one required a formal collegiate education in order to enter the STEM field, but more and more STEM students are entering the field through the completion of IT technical programs, or certificate programs. Hispanics have been taking advantage of this easier pathway into STEM careers, as 24 % of all STEM technical certificates were earned by Hispanics in the 2009-2010 school year. Unfortunately, the percentage of STEM degrees earned by Hispanics experienced

51 percent of the United States is female but only 34.4 percent of doctors are women. While 90.4 percent of nurses are female (“Women in Medicine”; “Male Nurses Becoming”), the women who do become doctors earn an astounding 25 percent less than their male counterparts (Groves). These staggering figures are only a single piece in the larger overall lack of women in STEM, or science, technology, engineering, and mathematics, which has remained prevalent since the beginning of these fields. Although women are underrepresented in these STEM fields, this is not due to ineptitude, but instead it is a result of the force of societal stereotypes coupled with their wider range of abilities. The recent increase in women’s association with STEM seems

As a SETA member I have participated twice as a workshop presenter for the annual STEM Workshop Conferences, “Expanding Your Horizons,” and the “Latino Youth Leadership Academy.” These conferences entitle grade school students to expose themselves to science workshops; raising awareness of higher education in the STEM field, which is an important advocacy I

In a speech in February 2013 President Barak Obama said, “One of the things that I really strongly believe in is that we need to have more girls interested in math, science, and engineering. We’ve got half the population that is way underrepresented in those fields and that means that we’ve got a whole bunch of talent…not being encouraged the way they need to.” It been three years since President Obama has made that statement and the underrepresentation of women in science, technology, engineering and math as known as STEM majors is still a big problem today. The STEM workforce is crucial to Americas global competitiveness and groundbreaking capability. The people who work in the STEM field make up nearly half of the United

Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. Arlington, VA: NSTA Press.

Summer Programs Help Prepare Minority Students for College STEM, Laura Perez, CHEM 1305, August 08, 2016

Reyes summarizes the reasons why community college students from certain racial backgrounds struggle to get into STEM programs. African-American women, Hispanic women, and other women from similar backgrounds, in particular, drop out of STEM programs, citing reasons such as personal obligations and money issues. Minority women who pursue STEM degrees face hurdles other women simply do not. These include but are not limited to: a shortage of money, struggles adjusting to another college, and other obligations. In addition, individuals within the university do not believe in minority women as strongly as they believe in other students. There are many Caucasians in STEM programs, and some students from dissimilar backgrounds may not get the opportunity

Growing up in an urban middle-class majority African American neighborhood, I was surrounded by the average person with the accepted norm of not going to college, let alone graduate school. Most people I was in everyday contact with lacked general scientific knowledge on very basic and day-to-day subjects such as the ingredients in food, medications, or other frequently used products. This lack of education in urban communities is an important cause of health, wealth, and social disparities in society and thus become marginalized to the greater goals and progress. However, things like this held my interest which is why biology and natural sciences was one of my favorite science classes growing up and thus far. Lack of suitable education opportunities, knowledge about scientific careers, self-confidence, scientific drive, and socioeconomic support mechanisms have led to African Americans being underrepresented in areas of science, technology, engineering, and mathematics (STEM). Society essentially governs how its resources are distributed to fund various initiatives such as scientific and health-related literacy. It is my belief that to get an appropriate perspective on the needs of our ever-changing society and the diverse individuals in it, and to meet those needs, more underrepresented individuals like me need to pursue STEM careers in research and policy. I am confident that my scientific mission in helping to eliminate inequalities within our society begins and ends with the discovery and application of plant-related knowledge to improve human and environmental

Of about 8.4 million children in afterschool programs, ethnic minority children are more likely than others to participate. The afterschool setting presents an opportunity to reach the vulnerable populations we need to bring into the STEM pipeline through experiences that supplement and complement the school day. Afterschool STEM programs like the one being developed by the Cal Ripken, Sr. Foundation will encourage interest and excitement in the fields of science, technology, engineering and

In America today controversy is on the rise about the desperate need for more STEM (science, technology, engineering and mathematics) workers. Many researchers have argued that STEM jobs need to be filled with more graduates that have liberal arts backgrounds. Alternatively other professionals argue that there isn’t really a shortage at all but instead a lack of STEM talent in specific areas. Educators need to encourage more students to choose majors in STEM fields. The president’s council of advisors on science and technology makes a very valid point. Over the next decade if the country were to retain its historical preeminence in science and technology, the U.S. will need to produce approximately 1 million more STEM workers. Some argue that the need to graduate more workers for STEM areas, while others admit that there is a need for more student majoring in STEM fields but also that we need more diverse students with liberal arts backgrounds. Along with more gender based diversity.

Members of the DCHBCUAA have designed and organized an instructional hands-on STEM workshop for students in grades 10-12. The workshop is designed to increase

The Student Center for Science Engagement (SCSE) at Northeastern Illinois University (NEIU), a Hispanic Serving Institution (HSI), was established in 2008 with the mission to support students majoring in science, technology, engineering and mathematics STEM disciplines with the challenges they face in their academic and career development. Mentoring relationships, critical components of the SCSE’s influence, are fostered by the SCSE’s advisors, mostly Ph.D.-level minority scientists. Accessibility to STEM professionals who reflect the student population has allowed students to envision themselves as scientists. SCSE advisors have systematically implemented holistic advising including but not limited to major and career exploration,

I’ll learn how to properly navigate in terms of networking with program directors at the National Science Foundation (NSF) and National Institutes of Health (NIH) in terms of sharing my ideas on proposed proposals and becoming a grant reviewer. This will strengthen my networking skills and also provide a mechanism of effective feedback and criticism to ensure I’m a competitive applicant in building my research portfolio. While building my undergraduate research program, I envision building my STEM outreach program for K-12 students. My goal is for my undergraduate students and I to develop STEM outreach curricula that is related to our research for a science club afterschool

Today’s college students have the opportunity and freedom to choose their major and their career path. Many factors influence the decision of a college student’s career paths including background, general interests, personal strengths, time commitment, and job outlook. Although many important decisions are made in college, one of the most important is the choice of major and career track. Out of hundreds of majors the science and engineering fields are under-represented by women. Although the numbers of women in science technology, engineering, and mathematics, STEM, majors has been increasing in the past years, women still are in the minority in the STEM fields. In her study, Lona Whitmarsh