Stem Programs Research Paper

Women are Still a Minority in STEM Majors 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

Minorities are a growing segment of the population. However, this group continues to be underrepresented in the area of post secondary education. Obtaining an advanced degree remains a likely predictor of future career success. The problem facing the minority student is that barriers persist which continue to hinder enrollment, retention, and graduation rates in institutions of higher education. These barriers must be identified and examined and solutions offered if college completion rates are to be increased for this population.

The Hispanic/Latino community has been known to be underrepresented on college campuses, both at the community college and four-year university level. Factors such as low-income households, poor or harsh living conditions, under-educated parents, cultural and family commitments, and unfamiliarity with the college process, all serve as unfortunate barriers that

As a part of the HBCU Alumni Alliance’s Higher Education initiative program; 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 STEM workshop for students in grades 10-12, to enlighten them on the different facets of professions available in the sciences. As a part of our community partnership with Kaiser Permanente, we have a workshop scheduled for Saturday, April 29, 2017, from 800 am-5:00 pm, at 2101 Jefferson Street in Rockville, Maryland.

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.

This statistic is important because it shows how much Chicano students have struggled in school at every grade level. Compare these numbers with the white community, “84 graduate from high school, 26 graduate with a bachelor 's degree and 10 earn a professional degree...Chicanas and Chicanos, have the lowest educational attainment of any group” there is great cause for concern (Marquez). These realities have a variety of causes as these students “usually attend racially segregated, overcrowded schools” and with “poorly maintained facilities, students are often enrolled in classes where undertrained, under credentialed faculty attempt to teach with minimal resources” many as "tracked into remedial or vocational program” (Marquez). David Scott ran data in academic performances by ethnic-studies students and states that Chicano students do better in school when having these programs available because they are a "substantial boost" for those poorest students (Scott 2012). If they don’t have these programs the result then is that “they drop out, or are pushed, out of the educational pipeline in higher numbers than any other group” (Marquez). While enrolled, “students often describe graduate school as a place where they feel invisible” as most programs “tend to be racially exclusive with predominately white students, faculty and curricula that omit Chicano histories and perspectives” (Marquez). For this reason, it is suggested by Scott for imperative

Many programs are targeted to support members of minority, low income, disabled, or first generation students (Kezar, 2000). The main focus of most programs is to give disadvantaged students the same chance of graduating as non-minority students (Ohland & Crockett, 2002). Several common factors play a role in impeding minority acclimation into the college environment, which include: a lack of academic preparation, a lack of peers with common characteristics, and financial need

Women in STEM Fields 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

Some implications of this study are that women- only STEM programs can benefit women in general, but minorities in particular, and these kinds of programs should be studied and implemented to assure that women will get the help they need to succeed. The question that this study leaves unanswered, that Rosenthal, L., London, B., & Levy, S.R. (2011) answer, is: What explains this sense of belonging that women feel?

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

The AMSA chapter is composed of all types of students, these include White, Black, Asian, Hispanic, and Middle Eastern students. The general population is also split evenly between male and female students. The AMSA chapter recognizes that the STEM (Science, Technology, Engineering, and Mathematics) field is composed mainly of white men. Minorities and women make a small percentage of individuals present in the STEM field due to the racial and gender bias they are often subjected to. The chapter understands how important it is to address the discrimination that many minority groups and women face on a daily basis as they continue to pursue an education in the STEM field during their pre med careers. It is due to this reason that AMSA has established the “Race Ethnicity and Culture of Health/ Gender and Sexuality (REACH/GS) Committee. This committee was designed specifically to encourage more women and minority groups to join AMSA. The committee’s main function is to present the different resources available for students belonging to these minority groups. For instance AMSA has hosted events in affiliation with other organizations on campus, such as BESSA (Black Engineering & Science Student Association) and the Cal Latin Pre Med Society. By hosting such events AMSA is able to create an inclusive environment for its members. Inclusivity is a very important factor of

Columbia is breaking through barriers of not only lack of women in STEM, but of minorities, and the ethnic diversity of Columbia Engineering and Columbia’s focus

Reasons for less women taking Stem majors Abstract. This report navigates the current state of STEM demographic in the country. It examines the reasons why there are less females undertaking STEM majors and gives recommendations on the problems. A brief history on STEM is outlined and the discussion follows with in depth analysis on the subject. STEM is a very critical education discipline with an importance in the economy of the country. Much as it is important, few students choose a career path in STEM. Although, there are more than 50% female students in Colleges and Universities, 12% take STEM related course. Why is this? This report is a compilation of empirical data collected in journals on the same subject explaining

Education is a huge factor affecting women's job placement. From a young age, gender role expectations are taught to students through books, televisions, advertisements, and adult social interactions (Etaugh & Liss 129-130). These gender role expectations are extremely institutionalized but currently, women have made strides to have a greater representation at the college level. The percentage of women (68%) between the ages of 18 to 24 enrolled in college, exceeds that of men, which is 66% since 1990 (Parrillo 441). Even amongst minority groups, women have a larger presence on college campuses. Even though women are not the minority in college, they are still minorities in the science majors and overrepresented in majors required for more

Article Critique: Considering Interest-Convergence Dilemma in STEM Education As evidenced by a growing number of scholarly studies and popular commentary, the United States’ falling position as a global producer in Science, Technology, Engineering, and Mathematics (STEM), is of upmost concern. A multitude of stakeholders, including educational scholars and administrators, political leaders, economists, and various parties in the STEM industry, all actively work to address the STEM deficit issue. The ability to elevate the nation’s status as a top producer in STEM depends heavily on the make-up of its practitioners. The fact that underrepresented minorities – the fastest growing population in the United States – are proportionally grossly underrepresented in the STEM industry, affirms the need for concerted efforts in STEM diversity initiatives. For the United States, successful advancement in STEM demands greater focus on the matriculation, retention, and degree completion of underrepresented minority (URM) students, namely Black, Latino, and Native Americans, in STEM fields. The challenge, however, lies in the support and implementation of diversity initiatives. In the journal article, Considering Interest-Convergence Dilemma in STEM Education, Baber (2014) asserted that URM students have been subject to systemic disadvantages limiting their access to and success in STEM. Nonetheless, Baber states diversity initiatives are often viewed as a means to an end – a way to