106:
64:
458:(SACNAS). SACNAS's mission is to advance the success of Chicanos/Hispanics and Native Americans in securing advanced degrees, careers, and positions of leadership in STEM fields. The organization has been working to make sure that those most underrepresented in STEM have the support they need to attain advanced degrees, careers, and positions of leadership. SACNAS also often points out that diverse voices bring creative solutions to our world's most pressing scientific problems and that building a national network that is innovative, powerful, and inclusive is necessary.
440:. Their mission is to successfully close the gender gap in new entry-level tech jobs by 2030. Girls Who Code focuses their work not only on gender diversity but also on young women who are historically underrepresented in computer science fields, including African American/Black, Hispanic or Latina, Bi/ Multiracial, Native American/Alaskan, and Native Hawaiian/Pacific Islander, those who come from low-income backgrounds, specifically free and/or reduced lunch eligible, and those who have had a lack of exposure or access to computer science.
292:
97:, 8.0% of Pacific Islander, and 9.6% of American Indian/Alaskan Native students drop out of high school. Among those that graduate high school, 67% of Whites, 62% of Blacks, and 69% of Hispanics enroll in a “degree granting college.” While there is no measurable difference in college enrollment of White, Black, and Hispanic STEM students, only 15% of Black students who initially enrolled in a STEM major received a STEM bachelor's degree at graduation, compared to 30% of White and Asian students.
241:. Studies show racial microaggressions that occur on college campus weaken students sense of belonging, make it difficult to form relationships with faculty, and contribute to less cultural alignment with STEM. At predominantly white institutions (PWI) environmental microaggressions are common in shared laboratory spaces among students and during meetings with faculty and advisors. Black female students are especially likely to feel alienated and isolated from their peers in STEM departments.
225:
fewer science-related experiences outside of school and less confidence in their scientific ability than Asian-American, Latina, and White middle school girls, making them less likely to enter STEM fields in the future. Additionally, research demonstrates that beyond first-hand experience with science, societal norms, stereotypes, and interactions with peers, teachers, and family contribute to the development of a STEM identity.
401:
not work, but that sustainable and strategic reform in education, work place, and within our communities would put our theory in to practice. Transforming our perception of STEM in the early education years for students of color necessitates celebration of the distinct contribution that women and people of color bring to science, technology, engineering, and mathematics.
199:
Similarly, survey results from this study show that students were much more likely to recognize and name white male STEM professionals than Black or women STEM professionals. Additionally, students of color on college campus often face prevailing societal misconceptions and assumptions that they are affirmative action beneficiaries, on sport scholarships, and/or
154:
color reported negotiating their salaries, but nearly 50% wished that they had negotiated their salary after starting the job. Many of these women reported being initially satisfied with the salary they had been offered when being hired, but later learned that they were earning much less than other workers at their same level.
427:
Mentors provide students the academic and social support they need to succeed in STEM, however, having same-race mentorship is an important step in retaining students of color in STEM. Not only do students of color report more positive interactions with same-race faculty, they are also more likely to
224:
2009 report describes students developing STEM identities as learning to “think about themselves as science learners and develop an identity as someone who knows about, uses and sometime contributes to science.” Black girls are less likely to develop STEM identities in middle school because they have
162:
Among Black workers in STEM fields, 57% feel that there too little attention being directed toward adding more racial and ethnic diversity in the workplace. This lack of diversity contributes to isolation and a lack of social support in the workplace which can increase anxiety and depression for many
153:
for White workers is approximately 23.3% more than the median income for Blacks. The gender and racial pay gaps in STEM fields are significantly greater than all regular non-STEM jobs with an even greater pay gap between these gender, racial, and ethnic groups. When first being hired, 35% of women of
363:
survey of men and women in STEM indicates that 50% of women in STEM experienced gender-related discrimination at work and about 62% of Black people in STEM jobs stated they experienced racial discrimination at work. Additionally, 72% of Black STEM workers believe that facing racial discrimination is
342:
Because white men are still overrepresented in STEM fields there is a lack of available mentorship from faculty and scientists of color. As a result, students of color in STEM feel unheard, excluded, and lose opportunities to make connections with peers. Research does indicate that students of color
319:
Research indicates that racial disparities in science achievement test scores begin as early as third grade. These test score disparities were attributed to both socioeconomic status gaps between races and school qualities. In particular, Black and
Hispanic students are more than double as likely to
418:
One of the most promoted solutions is the need for role models. While both female and male role models can be effective in recruiting women in STEM fields there is a lack of role models of color to mentor POC in STEM fields. When individuals have someone to look up to that looks like them, they are
400:
Those in STEM fields have recognized that there is an extensive history of poor representation of women and people of color in STEM and are working to close the gap. Addressing this issue requires a coherent and sustained effort across multiple fronts. Many would argue that single intervention does
333:
While Black males are twice as likely as their white peers to declare a STEM major upon entering college, they are less likely to graduate with a STEM degree. Scholars point to microaggressions, a chilly climate, and lack of role models and mentors as contributing to students of color being "weeded
392:, training of students, managers, faculty, and even students is seen as one way to combat stereotypes and reduce microaggressions targeting people of color. Additionally, incorporating implicit bias statements and policies can strengthen a commitment to diversity and inclusion within institutions.
253:
demonstrates that as early as preschool teachers are likely to hold implicit bias against students of color, especially Black boys. While Black children make up 19% of preschool enrollment, they account for about half of preschool suspension. Implicit biases among teachers, faculty, and colleagues
287:
in their attempt to gain acceptance. For example, Black male scientists adopt coping strategies to endure racialized interactions with colleagues and managers. Similarly, Black female undergraduates students describe coping with racism on campus by gravitating toward same-race peers, faculty, and
324:
may not always have the same access to higher level high school courses that are building blocks for success in
College STEM fields. For example, those who have not taken high school trigonometry, calculus, or physics, are put at a disadvantage in terms of graduating with a STEM degree. Beyond
198:
about students of color and preconceived notions of STEM as predominantly a white, male field. A study highlighting the underrepresentation of women and racial minorities in STEM found that Asian and White candidates were viewed as more competent and hirable than Black and Latino/a candidates.
409:
While many teachers are highly dedicated to reducing the race gap and actively striving to create equal opportunities in their classrooms, they can actually contribute to the STEM race gap. It is important that teachers understand that their actions impact students’ futures more than they may
334:
out” of STEM majors. Additionally, one study examining Black male engineering graduate students found that microaggressions from counselors, mentors, and fellow students resulted non-normative role strain. These actors increase the likelihood that people of color leave STEM majors.
645:
117:, which provides statistical data on the U.S. labor force, Asians represent 9%, Whites 65%, Hispanics 14%, and Blacks 9% of the STEM labor force. In particular, white men are 49% of the STEM labor force. Among different STEM fields, Blacks make up only 4% of
254:
makes it more difficult for students of color to form relationships, network with professionals in their fields, and find valuable mentors. Judgements placed upon people of color based on implicit biases are incredibly damaging and contribute to
634:
419:
more willing to stay in the field and develop a sense of belonging. Opportunities to engage and connect with individuals in STEM allows for excitement to be a part of this community and the development of a stronger STEM identity.
1846:
Corbett, Christianne, and
Catherine Hill. Solving the Equation: The Variables for Women's Success in Engineering and Computing. American Association of University Women. 1111 Sixteenth Street NW, Washington, DC 20036, 2015.
278:
When people do not feel welcome in a place, environment, or institution, they are less likely to feel they belong and more likely to withdraw. In particular, women and people of color often adopt individual strategies of
207:
that has been found to lower academic achievement. In particular, high-achieving Black students, attempting to combat prevailing stereotypes about their lack of intelligence, while Asian students combat the prevailing
451:, a community nonprofit organization designed to increase STEM participation among underrepresented groups, engaged directly in first-hand scientific research which contributed to stronger connections to STEM.
288:
staff. When underrepresented groups are forced to adapt or leave the field altogether, it costs STEM valuable talent and perspectives that could be used to advance scientific discoveries and advancements.
436:
There is a growing number of organizations whose goal is to increase diversity in STEM fields by encouraging girls and women to thrive in STEM environments. An example of one of these organizations is
1860:
Smith, Kristin A.; Arlotta, Paola; Watt, Fiona M.; Arlotta, Paola; Bargmann, Cori; Berg, David; Briggs, LaTese; Chao, Moses V.; Dulac, Catherine; Eggan, Kevin; Escobar-Alvarez, Sindy (2015-03-05).
43:(STEM). Scholars, governments, and scientific organizations from around the world have noted a variety of explanations contributing to this lack of racial diversity, including higher levels of
258:, which affects their overall performances. For instance, Black women are often assumed to be underqualified forcing them to prove that they deserve to be in those spaces as was the case of
194:
of the late 19th and early 20th centuries attempted to identify biological, intellectual, and physiological differences among races. Lasting effects of the scientific racism include racial
444:
acknowledges and values the intersections of race/ethnicity, gender identity and expression, class, sexual orientation, ability, age, national origin, and religious/spiritual identities.
1817:
Riegle-Crumb, Catherine, et al. "The more things change, the more they stay the same? Prior achievement fails to explain gender inequality in entry into STEM college majors over time."
320:
live in low-income neighborhoods compared to White students which directly contributes to less money for local public schools and indirectly less funding for STEM programs. Black and
1626:
Gilliam, Walter S., et al. "Do early educators’ implicit biases regarding sex and race relate to behavior expectations and recommendations of preschool expulsions and suspensions."
1710:
Burt, Brian A., Krystal L. Williams, and
William A. Smith. "Into the storm: Ecological and sociological impediments to Black males’ persistence in engineering graduate programs."
1932:
Dasgupta, Nilanjana, and Jane G. Stout. "Girls and women in science, technology, engineering, and mathematics: STEMing the tide and broadening participation in STEM careers."
1020:
Rincon, R. M., and N. Yates. "Women of color in the engineering workplace: Early career aspirations, challenges, and success strategies." Society of Women
Engineers (2018).
325:
academic preparation, experiences with STEM across various settings, including school, home, and out-of-school, help students of color see STEM careers as more possible.
234:
40:
1067:"Appraisal Support from Natural Mentors, Self-worth, and Psychological Distress: Examining the Experiences of Underrepresented Students Transitioning Through College"
105:
93:
are a prominent reason for racial imbalances in STEM fields. While only 1.8% of Asian and 4.1% of White students drop out of high school, 5.6% of Black, 7.7% of
175:
to explain the experiences of racial minorities in STEM. Specifically, research indicates that people of color, especially blacks, experience higher levels of
220:
The development of a STEM identity increases the overall likelihood that a student will continue to develop scientific literacy and pursue a STEM career. The
1276:"How do middle school girls of color develop STEM identities? Middle school girls' participation in science activities and identification with STEM careers"
1332:
90:
311:
starts to narrow early as students of color face additional barriers to STEM participation in school. The following are some examples of these barriers.
609:
221:
2035:
1041:
1255:
1237:
1021:
640:
629:
146:
685:
1948:
Allen-Ramdial, Stacy-Ann A., and Andrew G. Campbell. "Reimagining the pipeline: Advancing STEM diversity, persistence, and success."
1356:
1694:
Strayhorn, Terrell L. "Factors
Influencing Black Males' Preparation for College and Success in STEM Majors: A Mixed Methods Study."
1430:
Brown, Bryan A.; Henderson, J. Bryan; Gray, Salina; Donovan, Brian; Sullivan, Shayna; Patterson, Alexis; Waggstaff, William (2016).
1580:"Racism, sexism and disconnection: contrasting experiences of Black women in STEM before and after transfer from community college"
343:
at HBCU's are much more likely to perceive their mentors to be supportive and describe more positive interactions with peers.
2025:
388:
Many scholars and organization recommend elimination of bias as a means to increase representation in STEM. Specifically,
63:
852:"The STEM Labor Force of Today: Scientists, Engineers, and Skilled Technical Workers | NSF - National Science Foundation"
947:"Students Who Study Science, Technology, Engineering, and Mathematics (STEM) in Postsecondary Education. Stats in Brief"
876:"The NCES Fast Facts Tool provides quick answers to many education questions (National Center for Education Statistics)"
749:
28:
2030:
577:
359:
individuals are more vulnerable to experience discrimination, isolation, and/or harassment in their workplaces. A
291:
1381:
Lee, Meggan J.; Collins, Jasmine D.; Harwood, Stacy Anne; Mendenhall, Ruby; Huntt, Margaret Browne (2020-09-14).
1274:
Kang, Hosun; Barton, Angela
Calabrese; Tan, Edna; Simpkins, Sandra D.; Rhee, Hyang-yon; Turner, Chandler (2019).
522:
1647:"Encouraged or Weeded Out: Perspectives of Students of Color in the STEM Disciplines on Faculty Interactions"
1190:"Factors influencing participation of underrepresented students in STEM fields: matched mentors and mindsets"
1432:"From description to explanation: An empirical exploration of the African-American pipeline problem in STEM"
482:
1383:""If you aren't White, Asian or Indian, you aren't an engineer": racial microaggressions in STEM education"
799:
690:
114:
109:
National
Science Foundation: Scientists and engineers working in science and engineering occupations: 2015
599:
280:
176:
1065:
Hurd, Noelle M.; Albright, Jamie; Wittrup, Audrey; Negrete, Andrea; Billingsley, Janelle (2018-05-01).
1022:
https://alltogether.swe.org/wp-content/uploads/2018/02/Women-of-Color-in-the-Engineering-Workplace.pdf
1978:
1443:
1344:
1287:
979:
675:
619:
587:
512:
507:
32:
1533:"Black Undergraduate Women and Their Sense of Belonging in STEM at Predominantly White Institutions"
695:
614:
567:
552:
537:
472:
389:
360:
284:
48:
2002:
1800:
1753:
1674:
1609:
1560:
1412:
1313:
1219:
1154:
1102:
1003:
715:
823:
17:
646:
National
Organization for the Professional Advancement of Black Chemists and Chemical Engineers
134:
1994:
1899:
1881:
1792:
1745:
1666:
1601:
1552:
1508:
1459:
1404:
1360:
1305:
1251:
1211:
1188:
Kricorian, Katherine; Seu, Michelle; Lopez, Daniel; Ureta, Elsie; Equils, Ozlem (2020-04-21).
1146:
1094:
1086:
995:
927:
670:
660:
650:
604:
572:
517:
467:
259:
255:
204:
191:
126:
1578:
Allen, DeeDee; Dancy, Melissa; Stearns, Elizabeth; Mickelson, Roslyn; Bottia, Martha (2022).
907:
1986:
1966:
1889:
1873:
1784:
1737:
1658:
1591:
1544:
1498:
1490:
1451:
1431:
1394:
1352:
1295:
1243:
1201:
1176:
1136:
1078:
987:
919:
200:
130:
710:
700:
665:
655:
624:
557:
487:
477:
373:
352:
238:
180:
172:
138:
75:
52:
1982:
1447:
1348:
1291:
983:
1894:
1862:"Seven Actionable Strategies for Advancing Women in Science, Engineering, and Medicine"
1861:
1726:"Science Achievement Gaps by Gender and Race/Ethnicity in Elementary and Middle School"
1503:
705:
437:
267:
209:
142:
71:
44:
36:
1848:
2019:
2006:
1804:
1757:
1678:
1613:
1564:
1416:
1317:
1223:
1158:
1007:
680:
492:
308:
250:
150:
79:
1967:"Black girls speak STEM: Counterstories of informal and formal learning experiences"
67:
Employed adults, by workforce, educational attainment, and race and ethnicity: 2019.
1106:
742:"Women, Minorities, and Persons with Disabilities in Science and Engineering: 2021"
582:
562:
547:
532:
118:
1921:
1548:
991:
875:
55:, chilly climate, lack of role models and mentors, and less academic preparation.
1333:"What Kind of a Girl Does Science? The Construction of School Science Identities"
969:"Race/Ethnicity, Gender, and Earnings of Early Career Stem Graduates in the U.s."
635:
Society for the
Advancement of Chicanos/Hispanics and Native Americans in Science
1532:
968:
542:
502:
497:
295:
212:
stereotype presuming they are biologically predisposed to mathematical ability.
149:
in computer science fields, where women earn about 74% of what men earn and the
122:
1877:
1596:
1579:
1399:
1382:
1206:
1189:
1171:
Elshakry, Marwa. "When science became Western: Historiographical reflections."
1082:
527:
372:
Underrepresentation of people of color in STEM is a problem that is rooted to
195:
1998:
1937:
1885:
1796:
1788:
1749:
1741:
1670:
1605:
1556:
1494:
1463:
1408:
1364:
1309:
1215:
1150:
1141:
1124:
1090:
999:
931:
456:
Society for advancement of Chicanos/Hispanics and Native Americans in Science
1066:
772:
133:, 9% of math and 11% of health-related sciences. There are also significant
1903:
1822:
1772:
1725:
1512:
1098:
1662:
1478:
321:
94:
1953:
1357:
10.1002/(SICI)1098-2736(200005)37:5<441::AID-TEA4>3.0.CO;2-3
773:"Why So Few? Women in Science, Technology, Engineering, and Mathematics"
1645:
McCoy, Dorian L.; Luedke, Courtney L.; Winkle-Wagner, Rachelle (2017).
923:
851:
454:
Another great example of organizations for the underrepresented is the
1990:
1646:
1455:
1300:
1275:
741:
364:
a major reason why there are not more people of color in STEM fields.
377:
1331:
Brickhouse, Nancy W.; Lowery, Patricia; Schultz, Katherine (2000).
1247:
946:
368:
Strategies for increasing participation of people of color in STEM
290:
141:, especially in STEM jobs. An example of this disadvantage is the
104:
62:
1916:
Dodge, Amanda. "What You Need to Know About the STEM Race Gap."
448:
356:
1479:"Responding and navigating racialized microaggressions in STEM"
1773:"Perceived Gender and Racial/Ethnic Barriers to STEM Success"
1046:
Pew Research Center's Social & Demographic Trends Project
441:
167:
Explanations for the underrepresentation for people of color
1042:"Women and Men in STEM Often at Odds Over Workplace Equity"
1833:
Ballenger, Julia, Barbara Polnick, and Beverly Irby, eds.
1125:"Interrogating Structural Racism in STEM Higher Education"
455:
1771:
Grossman, Jennifer M.; Porche, Michelle V. (2013-04-22).
1177:
https://www.journals.uchicago.edu/doi/abs/10.1086/652691#
158:
Effects of underrepresentation of people of color in STEM
233:
People of color and underrepresented minority groups in
183:, and a lack of overall mentorship and support in STEM.
171:
Recently, scholars have begun applying the framework of
1934:
Policy Insights from the Behavioral and Brain Sciences
1849:
https://ww3.aauw.org/research/solving-the-equation/
462:
Important scientists, engineers, and mathematicians
203:. Students of color additionally must contend with
78:, are underrepresented through every stage of the
237:are more likely than whites to experience racial
41:science, technology, engineering, and mathematics
1835:Women of color in STEM: navigating the workforce
1922:https://ozobot.com/blog/need-know-stem-race-gap
967:Lysenko, Tetiana; Wang, Qingfang (2020-10-01).
351:Underrepresented minorities, including women,
1537:NASPA Journal About Women in Higher Education
1531:Dortch, Deniece; Patel, Chirag (2017-05-04).
8:
1724:Quinn, David M.; Cooc, North (August 2015).
447:Similarly, Black girls who participated in
187:Stereotypes and preconceived notions of STEM
91:Racial disparities in high school completion
1965:King, Natalie S.; Pringle, Rose M. (2019).
59:Race imbalance in STEM in the United States
1938:https://doi.org/10.1177%2F2372732214549471
1893:
1595:
1502:
1398:
1299:
1239:Learning Science in Informal Environments
1205:
1140:
610:Racial Diversity in United States Schools
235:science, technology, engineering and math
1823:https://doi.org/10.3102/0002831211435229
951:National Center for Education Statistics
1971:Journal of Research in Science Teaching
1584:International Journal of STEM Education
1436:Journal of Research in Science Teaching
1387:International Journal of STEM Education
1337:Journal of Research in Science Teaching
1194:International Journal of STEM Education
726:
1706:
1704:
1651:Journal of College Student Development
1269:
1267:
1040:Funk, Cary; Parker, Kim (2018-01-09).
1954:https://doi.org/10.1093/biosci/biu076
1819:American Educational Research Journal
1712:American Educational Research Journal
1690:
1688:
1640:
1638:
1636:
1526:
1524:
1522:
1376:
1374:
1118:
1116:
1035:
1033:
1031:
1029:
794:
792:
767:
765:
7:
962:
960:
901:
899:
897:
895:
846:
844:
736:
734:
732:
730:
1123:McGee, Ebony Omotola (2020-11-13).
641:National Society of Black Engineers
1628:Yale University Child Study Center
686:Structural Inequality in Education
428:develop stronger STEM identities.
101:Employment, occupation, and income
25:
908:"Race and STEM Degree Attainment"
777:AAUW: Empowering Women Since 1881
1696:Western Journal of Black Studies
1071:Journal of Youth and Adolescence
18:Racial Minorities in STEM Fields
2036:Women in science and technology
691:Underrepresented Groups in STEM
86:Education and degree attainment
800:"Tapping all our talents 2018"
1:
1549:10.1080/19407882.2017.1331854
992:10.1080/00167428.2019.1708742
906:Ma, Yingyi; Liu, Yan (2015).
315:Primary and secondary schools
750:National Science Foundation
222:National Research Council's
29:National Science Foundation
2052:
1878:10.1016/j.stem.2015.02.012
1597:10.1186/s40594-022-00334-2
1400:10.1186/s40594-020-00241-4
1207:10.1186/s40594-020-00219-2
804:Royal Society of Edinburgh
1477:Marshall, Andrea (2021).
1083:10.1007/s10964-017-0798-x
163:people of color in STEM.
1821:49.6 (2012): 1048-1073.
1789:10.1177/0042085913481364
1742:10.3102/0013189x15598539
1142:10.3102/0013189x20972718
523:Susan La Flesche Picotte
137:between women, men, and
74:, with the exception of
39:are underrepresented in
945:Chen, Xianglei (2009).
1952:64.7 (2014): 612-618.
1730:Educational Researcher
1714:55.5 (2018): 965-1006.
1495:10.1093/femspd/ftab027
1175:101.1 (2010): 98-109.
1129:Educational Researcher
299:
285:patriarchal bargaining
115:National Science Board
110:
68:
2026:Engineering education
1663:10.1353/csd.2017.0052
1483:Pathogens and Disease
600:Racial discrimination
294:
108:
66:
620:Institutional Racism
508:Rebecca Lee Crumpler
1983:2019JRScT..56..539K
1936:1.1 (2014): 21-29.
1448:2016JRScT..53..146B
1349:2000JRScT..37..441B
1292:2019SciEd.103..418K
984:2020GeoRv.110..457L
972:Geographical Review
696:Implicit Stereotype
615:Internalized Racism
578:Witri Wahyu Lestari
568:Luis Walter Alvarez
553:Neil deGrasse Tyson
538:Linda Garcia Cubero
473:West Area Computers
1630:9.28 (2016): 1-16.
924:10.1111/soc4.12274
716:Affirmative action
396:Protective factors
300:
274:Sense of belonging
201:“at-risk” students
111:
69:
2031:Science education
1991:10.1002/tea.21513
1456:10.1002/tea.21249
1301:10.1002/sce.21492
1280:Science Education
1257:978-0-309-11955-9
912:Sociology Compass
671:Scientific Racism
651:Stereotype Threat
605:Imposter syndrome
588:Nanibaa' Garrison
573:Ella Cara Deloria
518:Claudia Alexander
513:France A. Cordova
468:Katherine Johnson
432:Organized efforts
260:Katherine Johnson
256:stereotype threat
205:stereotype threat
192:Scientific racism
127:physical sciences
113:According to the
72:Racial minorities
37:racial minorities
27:According to the
16:(Redirected from
2043:
2011:
2010:
1962:
1956:
1946:
1940:
1930:
1924:
1914:
1908:
1907:
1897:
1857:
1851:
1844:
1838:
1831:
1825:
1815:
1809:
1808:
1768:
1762:
1761:
1721:
1715:
1708:
1699:
1692:
1683:
1682:
1642:
1631:
1624:
1618:
1617:
1599:
1575:
1569:
1568:
1528:
1517:
1516:
1506:
1474:
1468:
1467:
1427:
1421:
1420:
1402:
1378:
1369:
1368:
1328:
1322:
1321:
1303:
1271:
1262:
1261:
1234:
1228:
1227:
1209:
1185:
1179:
1169:
1163:
1162:
1144:
1120:
1111:
1110:
1077:(5): 1100–1112.
1062:
1056:
1055:
1053:
1052:
1037:
1024:
1018:
1012:
1011:
964:
955:
954:
942:
936:
935:
903:
890:
889:
887:
886:
872:
866:
865:
863:
862:
848:
839:
838:
836:
835:
820:
814:
813:
811:
810:
796:
787:
786:
784:
783:
769:
760:
759:
757:
756:
738:
656:Microaggressions
239:microaggressions
229:Microaggressions
181:microaggressions
179:, incur various
131:computer science
53:microaggressions
21:
2051:
2050:
2046:
2045:
2044:
2042:
2041:
2040:
2016:
2015:
2014:
1964:
1963:
1959:
1947:
1943:
1931:
1927:
1915:
1911:
1859:
1858:
1854:
1845:
1841:
1832:
1828:
1816:
1812:
1777:Urban Education
1770:
1769:
1765:
1723:
1722:
1718:
1709:
1702:
1693:
1686:
1644:
1643:
1634:
1625:
1621:
1577:
1576:
1572:
1530:
1529:
1520:
1476:
1475:
1471:
1429:
1428:
1424:
1380:
1379:
1372:
1330:
1329:
1325:
1273:
1272:
1265:
1258:
1236:
1235:
1231:
1187:
1186:
1182:
1170:
1166:
1122:
1121:
1114:
1064:
1063:
1059:
1050:
1048:
1039:
1038:
1027:
1019:
1015:
966:
965:
958:
944:
943:
939:
905:
904:
893:
884:
882:
874:
873:
869:
860:
858:
850:
849:
842:
833:
831:
822:
821:
817:
808:
806:
798:
797:
790:
781:
779:
771:
770:
763:
754:
752:
740:
739:
728:
724:
711:Marginalization
701:Racial equality
666:Gendered Racism
630:Racial Wage gap
625:White Privilege
596:
558:John Herrington
488:Raychelle Burks
478:Dorothy Vaughan
464:
434:
425:
416:
407:
398:
386:
374:white supremacy
370:
353:people of color
349:
340:
331:
317:
305:
276:
247:
231:
218:
189:
173:systemic racism
169:
160:
139:people of color
103:
88:
76:Asian Americans
61:
23:
22:
15:
12:
11:
5:
2049:
2047:
2039:
2038:
2033:
2028:
2018:
2017:
2013:
2012:
1977:(5): 539–569.
1957:
1941:
1925:
1909:
1872:(3): 221–224.
1866:Cell Stem Cell
1852:
1839:
1826:
1810:
1783:(6): 698–727.
1763:
1736:(6): 336–346.
1716:
1700:
1684:
1657:(5): 657–673.
1632:
1619:
1570:
1543:(2): 202–215.
1518:
1469:
1442:(1): 146–177.
1422:
1370:
1343:(5): 441–458.
1323:
1286:(2): 418–439.
1263:
1256:
1248:10.17226/12190
1229:
1180:
1164:
1135:(9): 633–644.
1112:
1057:
1025:
1013:
978:(4): 457–484.
956:
937:
918:(7): 609–618.
891:
867:
840:
828:whitehouse.gov
824:"STEM for All"
815:
788:
761:
725:
723:
720:
719:
718:
713:
708:
706:Hidden Figures
703:
698:
693:
688:
683:
678:
673:
668:
663:
658:
653:
648:
643:
638:
632:
627:
622:
617:
612:
607:
602:
595:
592:
591:
590:
585:
580:
575:
570:
565:
560:
555:
550:
545:
540:
535:
530:
525:
520:
515:
510:
505:
500:
495:
493:Jedidiah Isler
490:
485:
480:
475:
470:
463:
460:
442:Girls Who Code
438:Girls Who Code
433:
430:
424:
421:
415:
412:
406:
403:
397:
394:
385:
382:
369:
366:
348:
345:
339:
336:
330:
327:
316:
313:
304:
301:
275:
272:
268:Hidden Figures
246:
243:
230:
227:
217:
214:
210:model minority
188:
185:
177:discrimination
168:
165:
159:
156:
147:racial pay gap
143:gender pay gap
102:
99:
87:
84:
60:
57:
45:discrimination
24:
14:
13:
10:
9:
6:
4:
3:
2:
2048:
2037:
2034:
2032:
2029:
2027:
2024:
2023:
2021:
2008:
2004:
2000:
1996:
1992:
1988:
1984:
1980:
1976:
1972:
1968:
1961:
1958:
1955:
1951:
1945:
1942:
1939:
1935:
1929:
1926:
1923:
1919:
1913:
1910:
1905:
1901:
1896:
1891:
1887:
1883:
1879:
1875:
1871:
1867:
1863:
1856:
1853:
1850:
1843:
1840:
1836:
1830:
1827:
1824:
1820:
1814:
1811:
1806:
1802:
1798:
1794:
1790:
1786:
1782:
1778:
1774:
1767:
1764:
1759:
1755:
1751:
1747:
1743:
1739:
1735:
1731:
1727:
1720:
1717:
1713:
1707:
1705:
1701:
1697:
1691:
1689:
1685:
1680:
1676:
1672:
1668:
1664:
1660:
1656:
1652:
1648:
1641:
1639:
1637:
1633:
1629:
1623:
1620:
1615:
1611:
1607:
1603:
1598:
1593:
1589:
1585:
1581:
1574:
1571:
1566:
1562:
1558:
1554:
1550:
1546:
1542:
1538:
1534:
1527:
1525:
1523:
1519:
1514:
1510:
1505:
1500:
1496:
1492:
1488:
1484:
1480:
1473:
1470:
1465:
1461:
1457:
1453:
1449:
1445:
1441:
1437:
1433:
1426:
1423:
1418:
1414:
1410:
1406:
1401:
1396:
1392:
1388:
1384:
1377:
1375:
1371:
1366:
1362:
1358:
1354:
1350:
1346:
1342:
1338:
1334:
1327:
1324:
1319:
1315:
1311:
1307:
1302:
1297:
1293:
1289:
1285:
1281:
1277:
1270:
1268:
1264:
1259:
1253:
1249:
1245:
1241:
1240:
1233:
1230:
1225:
1221:
1217:
1213:
1208:
1203:
1199:
1195:
1191:
1184:
1181:
1178:
1174:
1168:
1165:
1160:
1156:
1152:
1148:
1143:
1138:
1134:
1130:
1126:
1119:
1117:
1113:
1108:
1104:
1100:
1096:
1092:
1088:
1084:
1080:
1076:
1072:
1068:
1061:
1058:
1047:
1043:
1036:
1034:
1032:
1030:
1026:
1023:
1017:
1014:
1009:
1005:
1001:
997:
993:
989:
985:
981:
977:
973:
970:
963:
961:
957:
952:
948:
941:
938:
933:
929:
925:
921:
917:
913:
909:
902:
900:
898:
896:
892:
881:
877:
871:
868:
857:
856:ncses.nsf.gov
853:
847:
845:
841:
829:
825:
819:
816:
805:
801:
795:
793:
789:
778:
774:
768:
766:
762:
751:
747:
746:ncses.nsf.gov
743:
737:
735:
733:
731:
727:
721:
717:
714:
712:
709:
707:
704:
702:
699:
697:
694:
692:
689:
687:
684:
682:
681:STEM Pipeline
679:
677:
676:Women in STEM
674:
672:
669:
667:
664:
662:
659:
657:
654:
652:
649:
647:
644:
642:
639:
636:
633:
631:
628:
626:
623:
621:
618:
616:
613:
611:
608:
606:
603:
601:
598:
597:
593:
589:
586:
584:
581:
579:
576:
574:
571:
569:
566:
564:
561:
559:
556:
554:
551:
549:
546:
544:
541:
539:
536:
534:
531:
529:
526:
524:
521:
519:
516:
514:
511:
509:
506:
504:
501:
499:
496:
494:
491:
489:
486:
484:
481:
479:
476:
474:
471:
469:
466:
465:
461:
459:
457:
452:
450:
445:
443:
439:
431:
429:
422:
420:
413:
411:
404:
402:
395:
393:
391:
390:implicit bias
384:Bias training
383:
381:
379:
375:
367:
365:
362:
358:
354:
346:
344:
337:
335:
328:
326:
323:
314:
312:
310:
309:STEM pipeline
303:STEM pipeline
302:
297:
293:
289:
286:
282:
273:
271:
269:
265:
261:
257:
252:
251:implicit bias
245:Implicit bias
244:
242:
240:
236:
228:
226:
223:
216:Stem identity
215:
213:
211:
206:
202:
197:
193:
186:
184:
182:
178:
174:
166:
164:
157:
155:
152:
151:median income
148:
144:
140:
136:
132:
128:
124:
120:
116:
107:
100:
98:
96:
92:
85:
83:
81:
80:STEM pipeline
77:
73:
65:
58:
56:
54:
50:
49:implicit bias
46:
42:
38:
34:
30:
19:
1974:
1970:
1960:
1949:
1944:
1933:
1928:
1917:
1912:
1869:
1865:
1855:
1842:
1837:. IAP, 2016.
1834:
1829:
1818:
1813:
1780:
1776:
1766:
1733:
1729:
1719:
1711:
1698:39.1 (2015).
1695:
1654:
1650:
1627:
1622:
1587:
1583:
1573:
1540:
1536:
1486:
1482:
1472:
1439:
1435:
1425:
1390:
1386:
1340:
1336:
1326:
1283:
1279:
1238:
1232:
1197:
1193:
1183:
1172:
1167:
1132:
1128:
1074:
1070:
1060:
1049:. Retrieved
1045:
1016:
975:
971:
950:
940:
915:
911:
883:. Retrieved
879:
870:
859:. Retrieved
855:
832:. Retrieved
830:. 2016-02-11
827:
818:
807:. Retrieved
803:
780:. Retrieved
776:
753:. Retrieved
745:
583:Aaron Yazzie
563:Mary G. Ross
548:Nadine Caron
533:Janaki Ammal
483:Mary Jackson
453:
446:
435:
426:
417:
408:
399:
387:
371:
350:
341:
332:
318:
306:
281:assimilation
277:
263:
262:depicted in
249:Research on
248:
232:
219:
190:
170:
161:
129:, 7% of the
119:life science
112:
89:
70:
26:
880:nces.ed.gov
543:Hedy Lamarr
503:Ruby Hirose
498:Ellen Ochoa
414:Role models
296:Mae Jemison
196:stereotypes
123:engineering
2020:Categories
1950:BioScience
1051:2022-01-26
885:2022-01-26
861:2022-01-21
834:2022-01-26
809:2022-01-26
782:2022-01-26
755:2022-01-21
722:References
661:Harassment
528:Alice Ball
338:Mentorship
2007:150156907
1999:1098-2736
1886:1934-5909
1805:144078799
1797:0042-0859
1758:142951148
1750:0013-189X
1679:148788163
1671:1543-3382
1614:246975762
1606:2196-7822
1590:(1): 20.
1565:148974571
1557:1940-7882
1464:1098-2736
1417:221883735
1409:2196-7822
1393:(1): 48.
1365:1098-2736
1318:150055687
1310:1098-237X
1224:218497300
1216:2196-7822
1200:(1): 16.
1159:227240860
1151:0013-189X
1091:1573-6601
1008:213276879
1000:0016-7428
932:1751-9020
449:I AM STEM
410:realize.
135:wage gaps
1904:25748929
1513:34048540
1242:. 2009.
1099:29282606
594:See also
405:Teachers
322:Latino/a
298:in Space
264:Disney's
125:, 6% of
121:, 5% of
95:Hispanic
1979:Bibcode
1895:4476252
1504:8175228
1444:Bibcode
1345:Bibcode
1288:Bibcode
1107:4538388
980:Bibcode
953:: 1–25.
423:Mentors
329:College
31:(NSF),
2005:
1997:
1902:
1892:
1884:
1803:
1795:
1756:
1748:
1677:
1669:
1612:
1604:
1563:
1555:
1511:
1501:
1462:
1415:
1407:
1363:
1316:
1308:
1254:
1222:
1214:
1157:
1149:
1105:
1097:
1089:
1006:
998:
930:
637:
378:racism
355:, and
2003:S2CID
1801:S2CID
1754:S2CID
1675:S2CID
1610:S2CID
1561:S2CID
1489:(5).
1413:S2CID
1314:S2CID
1220:S2CID
1155:S2CID
1103:S2CID
1004:S2CID
33:women
1995:ISSN
1918:2018
1900:PMID
1882:ISSN
1793:ISSN
1746:ISSN
1667:ISSN
1602:ISSN
1553:ISSN
1509:PMID
1460:ISSN
1405:ISSN
1361:ISSN
1306:ISSN
1252:ISBN
1212:ISSN
1173:Isis
1147:ISSN
1095:PMID
1087:ISSN
996:ISSN
928:ISSN
376:and
357:LGBT
347:Work
307:The
145:and
35:and
1987:doi
1890:PMC
1874:doi
1785:doi
1738:doi
1659:doi
1592:doi
1545:doi
1499:PMC
1491:doi
1452:doi
1395:doi
1353:doi
1296:doi
1284:103
1244:doi
1202:doi
1137:doi
1079:doi
988:doi
976:110
920:doi
361:Pew
283:or
270:".
2022::
2001:.
1993:.
1985:.
1975:56
1973:.
1969:.
1920:.
1898:.
1888:.
1880:.
1870:16
1868:.
1864:.
1799:.
1791:.
1781:49
1779:.
1775:.
1752:.
1744:.
1734:44
1732:.
1728:.
1703:^
1687:^
1673:.
1665:.
1655:58
1653:.
1649:.
1635:^
1608:.
1600:.
1586:.
1582:.
1559:.
1551:.
1541:10
1539:.
1535:.
1521:^
1507:.
1497:.
1487:79
1485:.
1481:.
1458:.
1450:.
1440:53
1438:.
1434:.
1411:.
1403:.
1389:.
1385:.
1373:^
1359:.
1351:.
1341:37
1339:.
1335:.
1312:.
1304:.
1294:.
1282:.
1278:.
1266:^
1250:.
1218:.
1210:.
1196:.
1192:.
1153:.
1145:.
1133:49
1131:.
1127:.
1115:^
1101:.
1093:.
1085:.
1075:47
1073:.
1069:.
1044:.
1028:^
1002:.
994:.
986:.
974:.
959:^
949:.
926:.
914:.
910:.
894:^
878:.
854:.
843:^
826:.
802:.
791:^
775:.
764:^
748:.
744:.
729:^
380:.
82:.
51:,
47:,
2009:.
1989::
1981::
1906:.
1876::
1807:.
1787::
1760:.
1740::
1681:.
1661::
1616:.
1594::
1588:9
1567:.
1547::
1515:.
1493::
1466:.
1454::
1446::
1419:.
1397::
1391:7
1367:.
1355::
1347::
1320:.
1298::
1290::
1260:.
1246::
1226:.
1204::
1198:7
1161:.
1139::
1109:.
1081::
1054:.
1010:.
990::
982::
934:.
922::
916:9
888:.
864:.
837:.
812:.
785:.
758:.
266:"
20:)
Text is available under the Creative Commons Attribution-ShareAlike License. Additional terms may apply.
