Description
Although there has been extensive research on STEM and underrepresented populations,
including studies related to underrepresented minorities’ (URM) barriers to STEM and practices
to increase the visibility of URMs in STEM, additional research and data reveal the impact of
social and cultural barriers that contribute to explicit racial and gender gaps in STEM fields.
While education systems are leading pioneers for producing quality STEM workers, the lack of
workforce diversity and unconscious and conscious bias is a systemic problem that contributes to
gaps in the STEM workforce. Amidst racial injustice that ignited the March 2020 protests and
Black Lives Matter movement, fifty-year-old discussions surrounding racial disparities
continued. The protests and Black Lives Matter movement did not only touch on racial injustice,
they illuminated a long history of systemic racism and how it has obstructed quality educational
experiences and occupational success for people of color in the U.S.
Understanding the history of the development of barriers and education for minorities is
an integral part of understanding key factors such as the attitudes, perceptions, and priorities of
underrepresented minorities in the present time.
This research study provides a summary of existing literature and identified themes as it
relates to the impact race, gender, and education on STEM; the impact of belief systems on
STEM career aspirations; and strategies to mitigate the barriers. The findings in this review may
serve many stakeholders including community college leaders, K-12, industry, policymakers,
and most importantly, URM students
