EQUITY IN STEM EDUCATION FOR ALL GENRES

Abstract

Talent is distributed equally across all sociocultural groups. However, systemic barriers are visible when it comes to access to opportunity. This is particularly true in science, technology, engineering, and math (STEM) professions. The underrepresentation of marginalized groups in STEM contexts is widespread. Blacks, Indigenous and sexual or gender minorities and individuals with disabilities remain less likely to be successfully integrated into STEM courses and professions. These individuals can be questioned about their competence, challenged in scientific knowledge and consequently invisible as scientists. Dozens of reports and empirical studies showed that these experiences are very common for many underrepresented groups. Unfortunately, good science can be hampered in non-civil and negligent environments. The broad integration of all segments of society in STEM courses will bring innovations and significant social benefits. However, how can access and opportunity be facilitated in affirming environments in support of a STEM talent development model for all genders? This paper will provide an overview of the problems faced by marginalized groups. Suggestions will also be presented on how we can work together to reduce systemic barriers that lead to a more equitable STEM education for all genders.