An Analysis of the Underrepresentation of Minoritized Groups in Science, Technology, Engineering, and Mathematics Education

Autor/in	Neally, Kate
Titel	An Analysis of the Underrepresentation of Minoritized Groups in Science, Technology, Engineering, and Mathematics Education
Quelle	In: School Science and Mathematics, 122 (2022) 5, S.271-280 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Neally, Kate)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6803
DOI	10.1111/ssm.12542
Schlagwörter	Minority Group Students; Blacks; African American Students; Hispanic American Students; Disproportionate Representation; STEM Education; Critical Theory; Race; Equal Education; Elementary Secondary Education; Postsecondary Education; Occupational Aspiration; Student Experience; Career Choice + Suchen Sie Ihr Suchwort? Black person; Schwarzer; African Americans; Student; Students; Afroamerikaner; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; STEM; Kritische Theorie; Rasse; Abstammung; Post-secondary education; Tertiäre Bildung; Berufsneigung; Berufsziel; Studienerfahrung
Abstract	The current school system lacks adequate racial representation among science, technology, engineering, and mathematics (STEM) teachers, particularly among Black and Latinx populations. This is a critical equity issue due to the increasing racial diversity of the student population and the benefits of race congruence between teachers and students. Using a Critical Race Theory framework, this phenomenological mixed-methods study explores the underrepresentation of minoritized groups in STEM education. Original surveys and interviews were used to explore the experiences of Black and Latinx STEM majors. The purpose of this study is to better understand the Students of Color's (SOC) positive and negative educational experiences in STEM and how those experiences impact a SOC's interest in becoming a STEM teacher. Findings reveal that SOC are not interested in pursuing careers in STEM teaching because of the low pay of the teaching profession and the impact of stereotype threat. This research confirms that the inequities in the STEM education pipeline are taking place at the K-12 and post-secondary education level. Change is required in K-12 education, post-secondary, and at the policy level in order to create a more equitable education system for all students. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01