Advancing Antiracism, Diversity, Equity, and Inclusion in STEMM Organizations Beyond Broadening Participation (2023) / Chapter Skim
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Pages 52-84
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. Nelson and Frye noted that "despite the need and growing population, American Indians and Alaska Natives do not access higher education at the same rate as their non-Native peers" (Nelson and Frye, 2016)
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The NSF states TCUP "supports tribal colleges and universities, Alaska Native-serving institutions, and Native Hawaiian-serving institutions to promote STEM research and education to increase the number of Native Americans in STEM careers" (NSF, n.d.a)
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In ad dition, predominately White institutions should seek sustainable partner ships with all MSIs (HBCUs, TCUs, Hispanic serving institutions, and Asian American Native American Pacific Islander Serving Institutions)
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. With fewer Black people, Indigenous people, and other systematically minoritized racial and ethnic people able to enter STEMM in years past, there are fewer role models and smaller communities of support for entrants (see Chapters 4 and 5 for more about the experiences of minoritized people)
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. Good-bye to Jim Crow: the desegregation of Southern hospitals 1945-70.
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. Public universities, equal opportunity, and the legacy of Jim Crow: Evidence from North Carolina.
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. Neighborhood segregation persists for Black, Latino or Hispanic, and Asian Americans.
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Board of Education on the African American Teaching Force at the precollegiate level. Journal of Negro Education, 63, 388–393.
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. Farm workers and the fair labor standards act: Racial discrimination in the new deal.
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Bill and other inconve nient truths undermine the supreme court's affirmative action jurisprudence. University of Pittsburgh Law Review, 754.
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Journal of Urban Health, 1–25. Thurgood Marshall College Fund.
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. Fair labor standards act advisor.
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. The price of a science PhD: Varia tions in student debt levels across disciplines and race/ethnicity.
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Meeting this charge is critical to realize the full potential of talent in the United States as well as ensure equal education and professional opportunities for all. Although the representation of minoritized individuals in STEM undergraduate education and STEMM graduate education is increasing, the collective attainment of science and engineering degrees for Black, Indigenous, and Latine Americans lags behind that of the U.S.
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Furthermore, the chapter examines data reflecting current trends within the STEMM educational spaces and the STEMM workforce. Though there have been increases in the numeric representation of individuals from systematically minoritized racial and ethnic groups, there are specific areas in the STEMM educational space and the STEMM workforce where significant disparities continue to exist today.
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These standards require collecting answers to the ethnicity question before asking the race question, with the standards requiring two minimum categories for data on ethnicity -- Hispanic or Latine and Not Hispanic or Latine -- and five minimum categories for data on race -- American Indian or Alaska Native, Asian, Black or African American, Native Hawaiian or Other Pacific Islander, and White (U.S. Census Bureau, 2021a)
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Census Bureau, 2021a)
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The Census Bureau's Current Population Survey, for example, does not provide data on unemployment among American Indians. Third, data on race and ethnicity are often based on self-identification.
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SOURCE: U.S. Census Bureau, 2021b.
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As with American Indian and Alaska Natives, Native Hawaiians and Pacific Islanders have been undercounted for decades (Georgetown Law, 2017)
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Given that Hispanic is an ethnicity and can be combined with any race, it has posed challenges as a data category, and the Census Bureau has acknowledged confusion on the part of many Hispanics over the way race
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. Civil rights advocates have expressed concern that an all-in-one race and Hispanic question could lead to a "possible loss of race data through a combined race and Hispanic origin question, the diminished accuracy of detailed Hispanic subgroup data, and the ability to compare data over time to monitor trends" (Parker et al., 2015)
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population, the committee relied on data from the 2020 Census as reported by the Census Bureau. According to census data, nearly all racial and ethnic groups have seen population gains since 2010.
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SOURCE: U.S. Census Bureau, 2021d.
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Census Bureau, 2021d, adapted from Frey, 2021. 3 For categories other than Hispanic of Latine, these figures reflect the non-Hispanic population figures.
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. Assuming these demographic trends continue, the NCSES estimated that the total population of individuals from historically minoritized racial and ethnic groups will comprise a numeric majority, accounting for more than 50 percent of the total U.S.
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With that caveat, U.S. postsecondary education enrollment of individuals who identify as Asian American, Black, Latine, Pacific Islander, or as Two or More Races (in the official parlance of the Census Bureau)
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. Most racial and ethnic groups showed growth in enrollment: Black student enrollment increased by 26.0 percent; Native Hawaiian or Other Pacific Islander by 47.0 percent; American Indian or Alaska Native by 8.9 percent; Hispanic or Latine by 18.3 percent; and Asian by 13.6 percent.
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• Compared to the U.S. population 18–24 years of age, Latine people are overrepresented among associate degree recipients, and Asian Americans are overrepresented among all four postsecondary de gree recipients.
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The exact attainment data can be referenced in Appendix B The data for the four postsecondary science and engineering degrees summarized in the tables and graphs above reveal the following trends: • In all four levels of S&E degrees, the number of degree recipients increased from 2011 to 2019 for Asian American people, Black or African American people, Latine people, or Hispanic American people, and White People.
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82 FIGURE 3-7 Change in percent of total of S&E degrees awarded by race or ethnicity by degree type between 2011 and 2019.
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Census Bureau and NCSES Survey of Earned Doctorates, 2022. • The proportion of Asian American degree recipients significantly increased among associate degree recipients, and more modestly among bachelor's and doctoral recipients.
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Furthermore, some data suggest that minoritized individuals disproportionately leave STEMM (Estrada et al., 2016; Hatfield et al., 2022) and are underrepresented among bachelor's, master's, and doctoral degree recipients, though additional data are needed (more on exiting STEMM in Chapter 5)
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