Despite the U.S. leading globally in STEM, access to STEM education remains uneven, especially for girls, low-income students, and students of color.

In a media briefing on October 11, hosted by Ethnic Media Services, a panel of experts discuss the push to getting underrepresented communities to embrace STEM. 

Speakers

  • Dr. Louis Freedberg, interim CEO of EdSource
  • Dr. Darin Brawley, Superintendent, Compton Unified School District
  • Daniel Voloch, Chief Program Officer, Girls Who Code
  • Dr. Yasemin Copur-Gencturk, Associate Professor of Teacher Education, University of Southern California
  • Isis Cadena Nuñez, freshman double majoring in Marine Biology and Environmental Science, UC Santa Cruz

STEM education is crucial for economic advancement, as workers in science, technology, engineering, and math fields average over $100,000 in annual income—more than double the national average of $46,000. Dr. Louis Freedberg explains this as both an economic and civil rights issue for marginalized groups who often lack access to STEM courses and support, limiting their representation in high-paying STEM careers.

STEM fields span physical, life, and earth sciences, as well as computing, engineering, architecture, and healthcare roles. These jobs are projected to grow nearly twice as fast as the general job market, yet nearly half of U.S. STEM roles are filled by international workers, highlighting gaps in domestic education.

Higher education is a key factor in STEM fields: 67% of STEM workers have at least a bachelor’s degree, compared to 34% across other fields. Early engagement in STEM subjects strongly influences students’ pursuit of related careers, which Freedberg stresses, needs to start early with relevant and tangible classroom experiences.

Compton

Compton Unified School District (CUSD) in Southern California has made notable strides, doubling the percentage of students choosing STEM paths to 52% and achieving a graduation rate above the national average, at over 90%. This success is particularly significant for its predominantly Black and Latino student body.

Nationally, Black and Latino workers are underrepresented in STEM, making up only 9% and 8% of STEM jobs, respectively, compared to their overall workforce presence. Conversely, Asian workers account for 13% of STEM jobs, and White workers for 67%.

CUSD Superintendent Dr. Darin Brawley credits the district’s partnership with the Digital Promise League of Innovative Schools and STEM-focused programs across all grade levels. Students have opportunities in coding, robotics, drone aviation, e-sports, and more, as well as career training with companies like IBM and Boeing. Parental support is strong, with 98% of parents advocating for STEM access, and the district’s approach has demonstrated that such success can be replicated elsewhere.

One graduate, Isis Cadena Nuñez, attributes her path in environmental conservation to CUSD’s support. Although she often felt isolated in external STEM events where few participants looked like her, Nuñez highlights how Compton’s inclusive support system bridged these gaps.

Overcoming Barriers

“Early role models and early access works for underserved students. We’re proof.” says Daniel Voloch from Girls Who Code, a nonprofit that has introduced coding to over 500,000 girls, most of whom are low-income or of color. 

Girls Who Code graduates are earning tech degrees at seven times the national rate, a rate even higher for those from underrepresented backgrounds. The organization aims for gender parity in entry-level tech jobs by 2030.

However, gender disparity still varies across STEM fields: while women make up 50% of STEM workers, they represent only 15% in engineering and 25% in computing roles, with Latina women accounting for a mere 5% of computer roles.

Implicit biases also play a significant role. Dr. Yasemin Copur-Gencturk found that teachers rated the mathematical potential of students with White or male-sounding names higher than that of female or racially diverse names, even when student work was identical. This bias is most significant toward girls of color, suggesting that addressing inequities in STEM often begins with addressing biases within the education system itself.

 

All images provided by EMS.