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.
