{"id":68158,"date":"2024-10-17T15:40:21","date_gmt":"2024-10-17T22:40:21","guid":{"rendered":"https:\/\/lapost.us\/?p=68158"},"modified":"2024-10-17T15:40:21","modified_gmt":"2024-10-17T22:40:21","slug":"while-stem-jobs-grow-access-barriers-remain-for-u-s-students","status":"publish","type":"post","link":"https:\/\/lapost.us\/?p=68158","title":{"rendered":"While STEM Jobs Grow, Access Barriers Remain for U.S. Students"},"content":{"rendered":"<div class=\"td_block_wrap tdb_single_author tdi_68 td-pb-border-top td_block_template_1 tdb-post-meta\" data-td-block-uid=\"tdi_68\">\n<div class=\"tdb-block-inner td-fix-index\">\n<div class=\"tdb-author-name-wrap\"><span class=\"tdb-author-by\">By<\/span><a class=\"tdb-author-name\" href=\"https:\/\/ethnicmediaservices.org\/author\/selen-ozturk\/\">Selen Ozturk<\/a><\/div>\n<\/div>\n<\/div>\n<div class=\"td_block_wrap tdb_single_date tdi_69 td-pb-border-top td_block_template_1 tdb-post-meta\" data-td-block-uid=\"tdi_69\">\n<div class=\"tdb-block-inner td-fix-index\"><i class=\"tdb-date-icon tdc-font-fa tdc-font-fa-calendar\"><\/i><time class=\"entry-date updated td-module-date\" datetime=\"2024-10-16T10:49:29-07:00\">Oct 16, 2024<\/time><\/div>\n<\/div>\n<div class=\"td_block_wrap tdb_single_subtitle tdi_70 td-pb-border-top td_block_template_1\" data-td-block-uid=\"tdi_70\">\n<div class=\"tdb-block-inner td-fix-index\">\n<p>Although the U.S. is a STEM world leader, classroom engagement barriers remain for girls, low-income students and those of color.<\/p>\n<\/div>\n<\/div>\n<div class=\"td_block_wrap tdb_single_featured_image tdi_71 tdb-content-horiz-left td-pb-border-top td_block_template_1\" data-td-block-uid=\"tdi_71\">\n<div class=\"tdb-block-inner td-fix-index\"><img loading=\"lazy\" decoding=\"async\" class=\"entry-thumb td-animation-stack-type0-2\" title=\"Screen Shot 2024-10-16 at 10.41.48 AM\" src=\"https:\/\/ethnicmediaservices.org\/wp-content\/uploads\/2024\/10\/Screen-Shot-2024-10-16-at-10.41.48-AM.png\" sizes=\"auto, (max-width: 2396px) 100vw, 2396px\" srcset=\"https:\/\/ethnicmediaservices.org\/wp-content\/uploads\/2024\/10\/Screen-Shot-2024-10-16-at-10.41.48-AM.png 2396w, https:\/\/ethnicmediaservices.org\/wp-content\/uploads\/2024\/10\/Screen-Shot-2024-10-16-at-10.41.48-AM-300x162.png 300w, https:\/\/ethnicmediaservices.org\/wp-content\/uploads\/2024\/10\/Screen-Shot-2024-10-16-at-10.41.48-AM-1024x554.png 1024w, https:\/\/ethnicmediaservices.org\/wp-content\/uploads\/2024\/10\/Screen-Shot-2024-10-16-at-10.41.48-AM-768x415.png 768w, https:\/\/ethnicmediaservices.org\/wp-content\/uploads\/2024\/10\/Screen-Shot-2024-10-16-at-10.41.48-AM-1536x831.png 1536w, https:\/\/ethnicmediaservices.org\/wp-content\/uploads\/2024\/10\/Screen-Shot-2024-10-16-at-10.41.48-AM-2048x1108.png 2048w, https:\/\/ethnicmediaservices.org\/wp-content\/uploads\/2024\/10\/Screen-Shot-2024-10-16-at-10.41.48-AM-150x81.png 150w, https:\/\/ethnicmediaservices.org\/wp-content\/uploads\/2024\/10\/Screen-Shot-2024-10-16-at-10.41.48-AM-696x376.png 696w, https:\/\/ethnicmediaservices.org\/wp-content\/uploads\/2024\/10\/Screen-Shot-2024-10-16-at-10.41.48-AM-1068x578.png 1068w, https:\/\/ethnicmediaservices.org\/wp-content\/uploads\/2024\/10\/Screen-Shot-2024-10-16-at-10.41.48-AM-1920x1039.png 1920w\" alt=\"\" width=\"2396\" height=\"1296\" \/><\/div>\n<\/div>\n<div class=\"td_block_wrap tdb_single_content tdi_72 td-pb-border-top td_block_template_1 td-post-content tagdiv-type\" data-td-block-uid=\"tdi_72\">\n<div class=\"tdb-block-inner td-fix-index\">\n<p>Although the U.S. is a STEM world leader, classroom engagement barriers remain for girls, low-income students and those of color.<\/p>\n<p>STEM engagement is closely connected to career and economic mobility, as U.S. workers in science, technology, engineering and mathematics earn over $100,000 a year, compared to the overall wage average of $46,000.<\/p>\n<p>\u201cThis is not only an economic issue but a civil rights issue for the low-income students, those of color and girls who don\u2019t have access to STEM courses and support programs, and so are underrepresented in STEM careers,\u201d said Dr. Louis Freedberg, interim CEO of<a href=\"https:\/\/edsource.org\/\">\u00a0EdSource<\/a>.<\/p>\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\">\n<div class=\"wp-block-embed__wrapper\">\n<div class=\"td-video-replacer\" data-id=\"undefined\"><\/div>\n<div class=\"youtube-embed\" data-video_id=\"td6Bq7XIIfY\"><iframe loading=\"lazy\" id=\"widget2\" title=\"Providing Equal Access to STEM Education Is a Civil Rights Issue\" src=\"https:\/\/www.youtube.com\/embed\/td6Bq7XIIfY?feature=oembed&amp;enablejsapi=1\" width=\"100%\" height=\"392\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\" data-gtm-yt-inspected-12=\"true\" data-mce-fragment=\"1\"><\/iframe><\/div>\n<\/div><figcaption class=\"wp-element-caption\"><em>Dr. Louis Freedberg, interim CEO of EdSource, discusses the lack of funding and resources for STEM education that disproportionately affects low-income students and students of color and argues that access to STEM educational opportunities is a matter of equal rights.<\/em><\/figcaption><\/figure>\n<p>STEM (science, technology, engineering and math) careers include physical, life and earth sciences; engineering and architecture; computing and math; and health-related jobs, including health providers and technicians.<\/p>\n<p>While these jobs are projected to grow nearly twice as fast as other U.S. jobs in the next decade, roughly 43% of U.S. STEM workers come from abroad.<\/p>\n<p>The sector\u2019s workforce is closely tied to higher education.<\/p>\n<p>STEM workers are twice as likely as others to have a bachelor\u2019s degree or higher \u2014 67% compared to 34%. Furthermore, about three quarters of U.S. workers with a higher degree hold one in a STEM field.<\/p>\n<p>\u201cEarly interest in math and science is a key indicator of whether students pursue STEM,\u201d continued Freedberg. \u201cBy high school, there\u2019s disproportionate enrollment in advanced or even basic STEM classes. We have to start addressing these gaps early \u2026 We have to show students that what they\u2019re learning in the classroom is relevant to their careers, that it\u2019s not just abstract.\u201d<\/p>\n<h2 class=\"wp-block-heading\">A success story in Compton<\/h2>\n<p>Compton Unified School District (CUSD), in southern Los Angeles County, has pioneered a breakthrough model in having students excel in STEM.<\/p>\n<p>The portion of its heavily low-income, over 98% Black and Latino student body choosing STEM careers has more than doubled from 24% to 52% over the last decade, while the district graduation rate has soared over 90% \u2014 above the national average of 87%.<\/p>\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\">\n<div class=\"wp-block-embed__wrapper\">\n<div class=\"td-video-replacer\" data-id=\"undefined\"><\/div>\n<div class=\"youtube-embed\" data-video_id=\"QtCk46jNv2k\"><iframe loading=\"lazy\" id=\"widget4\" title=\"Compton Unified Parents Love District\u2019s STEAM Program and the \u201cAmazing Opportunities\u201d it Provides\" src=\"https:\/\/www.youtube.com\/embed\/QtCk46jNv2k?feature=oembed&amp;enablejsapi=1\" width=\"100%\" height=\"392\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\" data-gtm-yt-inspected-12=\"true\" data-mce-fragment=\"1\"><\/iframe><\/div>\n<\/div><figcaption class=\"wp-element-caption\"><em>Dr. Darin Brawley, su<\/em>pe<em>rintendent of Compton Unified School District, shares feedback from a father who is thrilled his child can get an excellent STEM education in the public school system.<\/em><\/figcaption><\/figure>\n<p>Black and Latino or Hispanic workers are particularly underrepresented in STEM careers.<\/p>\n<p>Among employed adults aged 25 and older, Black workers represent 9% of all STEM jobs against 11% of all jobs, while Hispanic workers represent 8% of STEM jobs against 17% of all jobs, according to 2021\u00a0<a href=\"https:\/\/www.pewresearch.org\/social-trends\/2021\/04\/01\/stem-jobs-see-uneven-progress-in-increasing-gender-racial-and-ethnic-diversity\/\">Pew data<\/a>.<\/p>\n<p>In comparison, Asian workers represent 13% of STEM jobs against 6% of all jobs, and White workers represent 67% of STEM jobs against 63% of all jobs.<\/p>\n<p>\u201cA decade ago, we decided there should not be any reason why students coming out of Compton should not have the opportunities that students have in wealthier districts,\u201d said Dr. Darin Brawley, CUSD Superintendent since 2012. \u201cSo we joined the\u00a0<a href=\"https:\/\/digitalpromise.org\/\">Digital Promise League of Innovative Schools<\/a>\u00a0and implemented STEM opportunities that exceed any public school district around.\u201d<\/p>\n<p>These opportunities include preschool and grade school Lego robotics; middle and high school coding, math and video game design projects; courses in 3D printing, drone aviation, e-sports, circuitry design, podcasting, engineering, VR and AI; STEM teacher training; and vocational training and early certification for students through partnerships with companies including IBM, Verizon, Boeing, RTX and Apple.<\/p>\n<p>\u201cWe\u2019re laying to rest the old adage from businesses that schools are not preparing their students for the jobs out there, for the global economy,\u201d said Brawley.<\/p>\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\">\n<div class=\"wp-block-embed__wrapper\">\n<div class=\"td-video-replacer\" data-id=\"undefined\"><\/div>\n<div class=\"youtube-embed\" data-video_id=\"iZ2taQYeH9g\"><iframe loading=\"lazy\" id=\"widget6\" title=\"Compton Unified Graduate Shares How the District\u2019s STEAM Program Prepared Her for College\" src=\"https:\/\/www.youtube.com\/embed\/iZ2taQYeH9g?feature=oembed&amp;enablejsapi=1\" width=\"100%\" height=\"392\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\" data-gtm-yt-inspected-12=\"true\" data-mce-fragment=\"1\"><\/iframe><\/div>\n<\/div><figcaption class=\"wp-element-caption\"><em>Isis Cadena Nu\u00f1ez, a freshman double majoring in Marine Biology and Environmental Science at UC Santa Cruz, shares her experience with the Compton Unified School District and how it prepared her for STEM in college.<\/em><\/figcaption><\/figure>\n<p>\u201cCan this be replicated? Yes,\u201d he continued. \u201cIt\u2019s crucial that students are interested in multiple areas, like coding, drones and e-Sports \u2026 Also, 98% of our parents want their students to have STEM access. It\u2019s crucial that the parents love what\u2019s happening.\u201d<\/p>\n<p>\u201cGrowing up, everybody in my family would steer me towards another career than STEM \u2026 I didn\u2019t really think I would have been able to make it here, but here I am, doing what I want to do, as the first in my generation to go to college,\u201d said Isis Cadena Nu\u00f1ez, a graduate of Compton Early College High School (CECHS) and a UC Santa Cruz freshman double majoring in marine biology and environmental science.<\/p>\n<p>She added that CECHS prepared her for her current path in environmental conservation through programs like dual-enrollment associate\u2019s degree courses; leadership boot camps like Change Agents and Science Cafe; and networking, career fair and job interview prep events with women STEM workers and those of color from major universities.<\/p>\n<p>\u201cWhat surprised me was how many people within free events outside of school were White,\u201d said Nu\u00f1ez. \u201cI wondered, \u2018Why am I the only one like me here?\u2019 I knew 10 other people that would love these programs, but the access is so closed off. A lot of what Compton offered was the support that came from teachers to push the students beyond, regardless of where they came from.\u201d<\/p>\n<h2 class=\"wp-block-heading\">Overcoming barriers<\/h2>\n<p>\u201cYou can\u2019t be what you can\u2019t see,\u201d added Daniel Voloch, chief program officer of<a href=\"https:\/\/girlswhocode.com\/\">\u00a0Girls Who Code<\/a>. \u201cEarly role models and early access works for underserved students. We\u2019re proof.\u201d<\/p>\n<p>Although women represent 50% of STEM workers, slightly higher than their 47% share in the workforce overall, this representation varies dramatically across fields.<\/p>\n<p>While women represent 74% of health practitioners and technicians, for instance, they represent 15% of engineers and architects and 25% of computer workers.<\/p>\n<p>Latina women represent only 5% of computer workers.<\/p>\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\">\n<div class=\"wp-block-embed__wrapper\">\n<div class=\"td-video-replacer\" data-id=\"undefined\"><\/div>\n<div class=\"youtube-embed\" data-video_id=\"_HkEV6z4VQY\"><iframe loading=\"lazy\" id=\"widget8\" title=\"Girls Who Code Participants Pursue Computer Science Degrees at Rate Seven Times the National Average\" src=\"https:\/\/www.youtube.com\/embed\/_HkEV6z4VQY?feature=oembed&amp;enablejsapi=1\" width=\"100%\" height=\"392\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\" data-gtm-yt-inspected-12=\"true\" data-mce-fragment=\"1\"><\/iframe><\/div>\n<\/div><figcaption class=\"wp-element-caption\"><em>Daniel Voloch, chief program officer of Girls Who Code, discusses the erasure of women in STEM fields and how his organization is working to increase the number of women in computer science and related STEM fields.<\/em><\/figcaption><\/figure>\n<p>Since 2012, Girls Who Code has helped over half a million girls \u2014 over half being low-income or of color \u2014 through free coding and tech mentorship programs, from third grade beyond high school.<\/p>\n<p>As a result, the international nonprofit\u2019s students have earned computer science and related degrees at seven times the national average \u2014 nine times for those low-income or of color \u2014 \u201cand we\u2019re on track to achieve gender parity in entry-level computing jobs by 2030,\u201d said Voloch.<\/p>\n<p>\u201cThe future of technology depends on those who are developing it \u2026 and we still see so many of our students saying that they are the only, or one of the only, women of color in their computer science classrooms,\u201d he added.<\/p>\n<p>\u201cNoone is immune from implicit bias, and girls and students of color are constantly receiving messages that certain gender or racial groups possess higher mathematical ability than them,\u201d said Dr. Yasemin Copur-Gencturk, associate professor of teacher education at the University of Southern California (USC).<\/p>\n<p>With a team of USC colleagues, Copur-Gencturk\u00a0<a href=\"https:\/\/journals.sagepub.com\/doi\/abs\/10.3102\/0013189X19890577?journalCode=edra\">studied<\/a>\u00a0whether real differences in student math performance \u2014 particularly along racial lines \u2014 owes to actual student differences or implicit teacher bias.<\/p>\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\">\n<div class=\"wp-block-embed__wrapper\">\n<div class=\"td-video-replacer\" data-id=\"undefined\"><\/div>\n<div class=\"youtube-embed\" data-video_id=\"9_OvecpWQqU\"><iframe loading=\"lazy\" id=\"widget10\" title=\"Implicit Bias Leads Teachers to Underestimate STEM Potential in Girls and Students of Color\" src=\"https:\/\/www.youtube.com\/embed\/9_OvecpWQqU?feature=oembed&amp;enablejsapi=1\" width=\"100%\" height=\"392\" frameborder=\"0\" allowfullscreen=\"allowfullscreen\" data-gtm-yt-inspected-12=\"true\" data-mce-fragment=\"1\"><\/iframe><\/div>\n<\/div><figcaption class=\"wp-element-caption\"><em>Dr. Yasemin Copur-Gencturk, associate professor of teacher education at the University of Southern California, discusses the impact of implicit bias in STEM education, noting that when students are female and not White, teachers are more likely to underestimate their potential and fail to encourage them if they struggle.<\/em><\/figcaption><\/figure>\n<p>\u201cWe addressed performance differences by creating experimental situations with no such differences among students, then gathering data from students asked to solve math problems,\u201d she explained.<\/p>\n<p>\u201cWe then randomly assigned gender- and race-specific names or images to this identical work,\u201d she added. \u201cTeachers didn\u2019t know that they were evaluating the same responses under different names, so any variation in evaluations could be explained by implicit bias.\u201d<\/p>\n<p>Consistently, no bias was found in teachers\u2019 evaluations of student work; students received similar grades regardless of gender or race.<\/p>\n<p>However, teachers perceived that students with male or white-sounding names as having higher mathematical ability than students with female-, Black- or Latino- sounding names, with the most bias directed towards girls of color.<\/p>\n<p>\u201cThis suggests that even when teachers acknowledge no difference in student performance, they still perceive differences in potential,\u201d said Copur-Gencturk. \u201cWe also found that math teachers who believed that gender equity had already been achieved tended to contribute more to gender bias.\u201d<\/p>\n<p>\u201cTo combat barriers against STEM students of color and girls, we need to address the underlying inequities that uphold these barriers,\u201d she added. \u201cOften, it starts with disbelief that these students face inequity at all.\u201d<\/p>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>BySelen Ozturk Oct 16, 2024 Although&#46;&#46;&#46;<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[17,9],"tags":[],"class_list":["post-68158","post","type-post","status-publish","format-standard","hentry","category-education","category-opinion"],"_links":{"self":[{"href":"https:\/\/lapost.us\/index.php?rest_route=\/wp\/v2\/posts\/68158","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/lapost.us\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/lapost.us\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/lapost.us\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/lapost.us\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=68158"}],"version-history":[{"count":1,"href":"https:\/\/lapost.us\/index.php?rest_route=\/wp\/v2\/posts\/68158\/revisions"}],"predecessor-version":[{"id":68159,"href":"https:\/\/lapost.us\/index.php?rest_route=\/wp\/v2\/posts\/68158\/revisions\/68159"}],"wp:attachment":[{"href":"https:\/\/lapost.us\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=68158"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/lapost.us\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=68158"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/lapost.us\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=68158"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}