Oct 16, 2024 Story by: Editor
A wealth of research has long highlighted that early academic gaps pose the biggest challenge to increasing STEM representation among non-white students. In an effort to improve racial and ethnic diversity in STEM, education policies have historically focused on boosting math and science performance in middle and high schools.
However, a new study challenges these common assumptions about the STEM pipeline. The research reveals that only White English-speaking students show a positive link between early STEM abilities and subsequent enrollment in STEM higher education programs. In contrast, early STEM potential among Black and Latino students does not result in the same level of STEM enrollment.
“Decades of funding aimed at diversifying STEM by improving early academic preparation may be based on a premise that is not only weak but disproportionately benefits White students,” says Hua-Yu Sebastian Cherng, the study’s lead author and associate professor at NYU Steinhardt School of Culture, Education, and Human Development.
Cherng and his colleagues analyzed data from the New York City Department of Education, tracking public school students who entered 9th grade between 2002 and 2011. They reviewed records such as math test scores, high school diploma types, school characteristics, and race/ethnicity from 7th grade through the students’ first semester at the City University of New York (CUNY). CUNY was chosen for its high number of New York City high school graduates compared to other U.S. universities. The study followed 10 racial and ethnic groups to determine the relationship between early academic performance and the declaration of a STEM major during the first year at a two- or four-year CUNY institution. These groups included Asian English speakers, Black English speakers, Latino English speakers, White English speakers, Spanish speakers, Cantonese speakers, Mandarin speakers, Korean speakers, South Asian language speakers, and Black French speakers.
The study, published in the American Journal of Education, found that disparities in test scores, high school diploma types, and school characteristics were only linked to the enrollment of White English-speaking students in STEM majors at two- and four-year institutions.
Other notable findings include:
- Students who speak Korean, Mandarin, Cantonese, and South Asian languages (such as Bengali, Hindi, Punjabi, and Urdu) are more likely to pursue STEM majors, even if they are not in the top 25 percent in math scores.
- For Black English speakers, Black French speakers, Latino English speakers, and Latino Spanish speakers, a higher percentage shows promise in STEM fields but do not necessarily declare four-year STEM majors.
“A significant body of research has underscored the importance of STEM ideation—the concept that young people can envision themselves in the field—as crucial for underrepresented groups in STEM,” Cherng explains. “To cultivate these identities, studies emphasize the critical role of teachers, families, and communities in empowering youth who might not see themselves represented in STEM careers. It’s also important to note the role of discrimination: it’s not just that some groups lack the support they need. Our findings are part of a broader narrative of racial inequality in U.S. education. Addressing it requires not just better intentions, but a deep reevaluation of meritocracy and flawed explanations of achievement.”
This research was supported by a grant from the National Science Foundation (2017856). Source: Indian Education Diary
