YES, STEM is for ALL: Diverse Perspectives on Black and Latino STEM Motivation

06 Mar YES, STEM is for ALL: Diverse Perspectives on Black and Latino STEM Motivation

According to the literature, there are racial inequities that exist in STEM (science, technology, engineering and mathematics) education and careers. The 2013 U.S. Census Bureau indicates that Blacks and Latinos are underrepresented in STEM, with each group making up less than 7% of the STEM workforce; while Whites are overrepresented, making up 70% of the workforce (Landivar, 2013). In terms of readiness to enter a STEM major and ultimately a career, only 6% of Blacks and 13% of Latinos, compared to 36% of Whites and 53% of Asians, are actually prepared (ACT, 2016). This results from a lack of exposure to STEM in K-12 education, mathematics phobia, students’ misperceptions of what science is, lack of real-life application of science, lack of motivation to succeed, and peer pressure that devalues high achievement (Coleman, 2015). The 2015 U.S. News/Raytheon STEM Index indicates a slow progression in addressing these inequities that are a result of “early bias, discrimination and social expectations”. Nationwide, Black and Latino students are least likely to have access to quality STEM instruction and are more likely to experience negative cultural stereotypes and assumptions such as a lack of intellectual ability in math and science (Hutchinson, 2014). This has led to a fixed mindset regarding STEM skills and a diminished sense of confidence in their STEM ability (Bright, 2017). “Racial minorities regularly report encountering negative stereotypes about their (mis-)fit and (in-)ability in STEM…” White individuals are better than racial/ethnic minorities in mathematics, spatial skills and scientific thinking and therefore STEM is better suited for Whites (Byars-Winston, 2013). Basically Black and Latino students are feeling “visibly invisible” in STEM and find a need to combat stereotype threat by constantly proving their STEM competence, which is also a source of motivation that will be discussed later in this article (Byars-Winston, 2013).

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