Written by Kimia Asgari
With the constant growth in economy and technology, there is an increased need for educated workers in STEM fields to keep up with the global marketplace. Over the last two decades, there has been a surge in enthusiasm and diversity in STEM careers; however, there is still a high need for diversity in these fields. Recent studies conducted in the United States show that the number of female college applicants in STEM fields is a quarter of their male counterparts, even though both groups are equally prepared by the end of high school to pursue a STEM degree in college. Many studies have identified the underlying causes of this issue and found possible strategies to increase diversity in the STEM field.
The media is highly influential in shaping the mental image of scientists or mathematicians in the minds of their viewers. When asked to describe a mathematician, most people think of a white male with messy hair who is very masculine and cold, accompanied by negative opinions and mental images. This stereotypical representation of mathematicians, combined with the limited public knowledge of their careers and contributions to society, creates a narrative that discourages the students, especially female students and minority groups, from pursuing such fields. Fortunately, in recent years, a more diverse STEM representation has been seen in the media, partly accounting for the increased interest in STEM among female and minority students. Through research, strategies have been developed to encourage more students to participate in STEM programs.
Programs offered by universities and other institutes such as summer bridges/camps, mentorships, and research experiences have proven to be essential in encouraging students to pursue STEM in their post-secondary education. Studies have proven that these programs are effective in retaining minority students in STEM as they provide a positive environment where minority students feel encouraged and supported to continue their education in these fields. Moreover, the programs provide a platform where students can gain hands-on experience in their field of interest and meet older students who have gone through similar experiences.
A recent study examined fifth-grade female students from a low socio-economic background to identify whether art-integrated learning of accomplished females in mathematics would interest the students in STEM. The students were introduced to successful female mathematicians from different backgrounds and learned about their struggles and achievements as women in STEM. Afterwards, the students used their learning to create arts and crafts relating to one of the mathematicians, answered questions, and wrote essays about different related topics. The reports showed that the students had an improved, positive mental image of mathematicians and people working in STEM. After the program, mathematicians were described as caring, inspirational, and influential people. In addition, students felt a better connection to the mathematicians as they learned about how these accomplished females celebrated their culture and heritage through incorporating it in their careers. This study showed that through emphasizing the positive aspects of being a mathematician and informing the students about the possibilities of this career, we may be able to increase the diversity of potential professionals in STEM fields
Overall, society has come a long way in terms of diversity and welcoming minority groups into STEM fields. As the media continues to adopt more diverse representations of STEM workers and the public becomes better informed about the available opportunities, we will continue to see further diversified participation in STEM careers.
Works Cited
O’Keeffe, M. Lieutenant Uhura and the drench hypothesis: diversity and the representation of STEM careers. International Journal of Gender, Science and Technology, 5(1), 1-21. http://genderandset.open.ac.uk/index.php/genderandset/article/view/265/463
Rule, A.C., Blaine, D.A., Edwards, C.M., & Gordon, M. (2019). Girls explore math careers by
making 3D-constructions of diverse women mathematicians’ lives. The Mathematics Enthusiast, 16(27), 541-577. https://scholarworks.umt.edu/tme/vol16/iss1/27
Tsui, L. (2007). Effective strategies to increase diversity in STEM fields: a review of the research literature. The Journal of Negro Education, 76(4), 555-581. https://www.jstor.org/stable/40037228
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