Advancing Antiracism, Diversity, Equity, and Inclusion in STEMM Organizations Beyond Broadening Participation (2023) / Chapter Skim
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1 Introduction
1 Introduction
Pages 1-16
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As a result, Black people, Indigenous people, Latine 1 people, Asian-American people, and people from other systematically minoritized racial and ethnic groups face inequities in STEMM higher education and the workforce. Black people, for example, account for 11 percent of all jobs but only 9 percent of STEMM jobs, while Latine and Hispanic individuals account for 17 percent of all jobs but only 8 percent of STEMM jobs (Fry, 2021)
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, but while 58 percent of White students earn a STEM baccalaureate degree, only 43 percent of Latine students and 34 percent of Black students earn a STEM baccalaureate degree, with 40 percent of Black students and 37 percent of Latine students switching out of STEM majors before earning their degree (Riegle-Crumb, 2019)
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. To build on this important work, the National Academies convened the Committee on Addressing Diversity, Equity, Inclusion, and Antiracism in 21st Century STEMM Organizations to review the literature on bias and racism in science, technology, engineering, mathematics, and medicine workplaces; review approaches to increase racial and ethnic diversity, equity, and inclusion in STEMM organizations (e.g., universities, nonprofit organizations, and industry)
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The committee's final consensus report will: Review the research and evidence from lived experience on the ways in which racism (at the individual and group level and conditions that create systemic barriers) impedes STEMM careers for historically minoritized racial and ethnic groups; Identify principles for sustainable organizational culture change to address racism and promote DEI; including discussion of the role of training, ways to motivate buy-in at all levels of the STEMM organization, and stay the course in adopting a strategy and goals aimed at addressing racism and its role as a barrier to a STEMM career; Review and synthesize the existing research on methods to improve the recruitment, retention, and advancement of members of historically minoritized racial and ethnic groups pursuing STEMM careers; and identify promising policies and practices for changing existing systems and structures; Identify examples of effective strategies to advance antiracism in STEMM organizations, including roles for members within organizations; and Define a research agenda to address gaps in knowledge in the evidence base to advance antiracism, diversity, equity, and inclusion.
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In accordance with the National Academies' policies, careful consideration was given to the balance and composition of the committee's 5 The public access file for this report can be found at https://www8.nationalacademies.org/pa/ManageRequest.aspx? key=48997 6 The National Academies Roundtable on Black Men and Black Women in STEMM is a panel of leaders focused on increasing the representation, retention, and inclusiveness of Black men and Black women in science, engineering, and medicine: https://www.nationalacademies.org/our-work/roundtable-on-blackmen-and-black-women-in-science-engineering-and-medicine 1-5 Pre-Publication Copy, Uncorrected Proofs
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. The narratives provide a window into the impacts of racism, providing a deeper understanding of the harms minoritized people experience, as well as the ways that people found mentorship, support, and other guidance on their paths from a STEMM education to a career in STEMM.
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. Included in this expansive definition of STEM are skilled technical occupations such as aircraft mechanics and service technicians, first-line supervisors of construction trades and extraction workers, and heavy vehicle and mobile equipment service technicians and mechanics.
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As social constructs, these concepts have changed over time, as the Census Bureau notes: Race and ethnicity categories generally reflect social definitions in the United States and are not an attempt to define race and ethnicity biologically, anthropologically, or genetically. We recognize that the race and ethnicity categories include racial, ethnic, and national origins and sociocultural groups (BLS, August 2021)
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The committee took numerous factors into consideration, including the importance of contemporary context, the acknowledgement of history, terms favored by individual racial and ethnic groups, the dynamic aspect of language, experiences of mistreatment and racism, numeric underrepresentation, existing structures and systems of oppression, the role of power in STEMM, the use of active versus passive language, the use of nouns versus verbs, the consideration of who is centered (and 1-9 Pre-Publication Copy, Uncorrected Proofs
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Rather, they are the result of systemic and structural issues arising from the legacies of policies and practices designed to disadvantage people from historically minoritized groups along with institutional cultures that, intentionally or otherwise, create exclusionary and discriminatory environments based on biased notions of success and prestige. Indeed, students from systematically minoritized groups may feel compelled to persist and meet standards that are inherently biased against them, rather than feel at ease, welcomed, valued, and respected for who they are.
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ORGANIZATION OF THE REPORT This report aims to synthesize the existing body of research on antiracism, diversity, equity, and inclusion in STEMM organizations; given increasing interest in these issues and the growing evidence base, it is unlikely it will be the last. The report organizes this synthesis into three distinct parts: establishing the broader context of the issues in the U.S.; describing the challenges for STEMM organizations; and proposing recommendations for change.
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Figure 1-1 illustrates the ways that the different levels of analysis in this report interact in a nested fashion, as the historical and societal context provide context for STEMM organizations, which in turn influence the professional and educational environments in which groups and teams operate, all of which impact the microclimates in which individual people learn and work. FIGURE 1-1 Diagram illustrating the nested relationship between history and society, STEMM organizations, groups and teams, and individuals Chapters 2 and 3 provide the context and background related to the issues outlined in the Statement of Task.
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Appendix A summarizes four previous, related National Academies reports. Appendix B contains summary tables for completion rates by degree type, by race and ethnicity, and by 1-13 Pre-Publication Copy, Uncorrected Proofs
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Appendix D includes the biographies of the committee members. 1-14 Pre-Publication Copy, Uncorrected Proofs
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. Addressing Diversity, Equity, Inclusion, and Anti-Racism in 21st Century STEMM Organizations: Proceedings of a Workshop–in Brief.
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. STEM education.
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