An Interim Report on Assuring DoD a Strong Science, Technology, Engineering, and Mathematics (STEM) Workforce

2012 ◽  
Keyword(s):  
Interim Report ◽  
Science Technology ◽  
Stem Workforce ◽  
And Mathematics

Gendered and Racial Microaggressions in STEM

2021 ◽  
pp. 1269-1283
Author(s):  
Amanda J. Rockinson-Szapkiw ◽  
Katherine Wade-Jaimes
Keyword(s):  
Students Of Color ◽  
School Setting ◽  
Racial Microaggressions ◽  
Urban School ◽  
People Of Color ◽  
Science Technology ◽  
Stem Workforce ◽  
And Mathematics

Women and people of color remain underrepresented in science, technology, engineering, and mathematics (STEM) workforce and academia. In this chapter, the authors focus on the experience of girls and students of color in urban STEM classrooms through the lens of microaggressions theory. Within this chapter, the authors define macroaggression and discuss the various types (e.g., microinsults, microinvalidations, microassaults). Consequences of microaggressions are discussed and strategies are presented to address microaggressions within the PreK-12 urban school setting.

Fixing STEM Workforce and Teacher Shortages: How Goal Congruity Can Inform Individuals and Institutions

2018 ◽  
Vol 5 (1) ◽  
pp. 11-18 ◽  
Author(s):  
Amanda B. Diekman ◽  
Tessa M. Benson-Greenwald
Keyword(s):  
Stem Education ◽  
Educational Institutions ◽  
Teacher Shortages ◽  
Recruitment And Retention ◽  
Occupational Roles ◽  
Science Technology ◽  
Education Careers ◽  
Stem Workforce ◽  
And Mathematics ◽  
K 12

As demands increase for individuals with expertise in science, technology, engineering, and mathematics (STEM), educational institutions and workplaces seek to identify strategies to recruit and retain talented individuals in STEM pathways. We investigate recruitment and retention into the STEM workforce and into primary and secondary STEM education careers by analyzing whether a particular role allows an individual to fulfill goals. The two occupational pathways reviewed here pose different goal congruity challenges: The STEM workforce seems to lack communal (other-oriented) goal opportunities, but math and science K-12 teaching seems to lack agentic (self-oriented) goal opportunities. Restructuring educational and occupational roles to maximize the pursuit of valued goals can encourage STEM recruitment and retention.

Preparing the Future STEM Workforce for Diverse Environments

2013 ◽  
Vol 48 (5) ◽  
pp. 682-704 ◽  
Author(s):  
Shaundra Bryant Daily ◽  
Wanda Eugene
Keyword(s):  
Underrepresented Minorities ◽  
Economic Competitiveness ◽  
Science Technology ◽  
National Economic ◽  
The Future ◽  
Stem Workforce ◽  
And Mathematics ◽  
Diverse Cultures

Following the belief that diversity breeds innovation in scientific endeavors, there is a national push for more diversity in the science, technology, engineering, and mathematics (STEM) workforce in order to maintain national economic competitiveness. Currently, STEM-related employment is only 28% non-White; however, greater efforts to recruit and retain underrepresented minorities should increase this figure. Amidst the attention given to supporting “leaky pipelines,” less emphasis has been placed on mitigating challenges associated with bringing diverse cultures together. This article presents a framework for supporting underrepresented minorities in building STEM-relevant skills and enhancing their ability to collaborate with peers different from themselves.

NSF ADVANCE and gender equity

2019 ◽  
Vol 38 (2) ◽  
pp. 131-139 ◽  
Author(s):  
Jessie DeAro ◽  
Sharon Bird ◽  
Shermaine Mitchell Ryan
Keyword(s):  
Gender Equity ◽  
Highly Qualified ◽  
Content Type ◽  
Science Technology ◽  
Sexual Orientations ◽  
The Us ◽  
Stem Workforce ◽  
And Gender ◽  
And Mathematics ◽  
Racial Ethnic

Purpose Supporting the advancement of science, technology, engineering and mathematics (STEM) in ways that help to ensure the health, prosperity, welfare and security of the nation has been central to the mission of the US National Science Foundation (NSF) since 1950, the year Congress created the agency. Preparing a highly qualified and diverse STEM workforce plays a central role in supporting this mission. The paper aims to discuss these issues. Design/methodology/approach Over the past several decades, many positive steps have been taken throughout the US education system to help ensure a more diverse STEM workforce. Even so, women remain underrepresented among STEM faculty in higher education, especially at the upper ranks. Contributing to women’s underrepresentation are systemic obstacles to the recruitment, retention and promotion of women of different racial, ethnic, disability, sexual orientations and nationality statuses. Findings The NSF ADVANCE Program is designed to address these barriers. Success for ADVANCE is, therefore, best defined in terms of the changes made to the structures and climates of academic workplaces, rather than in numbers of women hired, retained or promoted in any one institution at a given point in time. Originality/value This introduction briefly examines the origins of ADVANCE, key transitions in the program over time, its reach nationally and internationally, and its future.

Reflections on Broadening Participation in STEM: What Do We Know? What Do We Need to Know? Where Do We Go From Here?

2018 ◽  
Vol 62 (5) ◽  
pp. 719-726 ◽  
Author(s):  
Cheryl B. Leggon
Keyword(s):  
United States ◽  
The United States ◽  
Science Technology ◽  
Broadening Participation ◽  
Stem Workforce ◽  
And Mathematics

Over 50 years ago, concerns about the adequacy of science, technology, engineering, and mathematics (STEM) talent in the United States were the catalyst to develop programs to ensure that the STEM workforce would be adequate to meet scientific challenges. To date, there have been considerable investments in these programs. To determine where we go from here requires appraising where we stand and reviewing how far we have come. This article presents reflections from my experiences conducting both research and evaluations on broadening participation in STEM in the United States.

Gendered and Racial Microaggressions in STEM

2019 ◽  
pp. 162-182
Author(s):  
Amanda J. Rockinson-Szapkiw ◽  
Katherine Wade-Jaimes
Keyword(s):  
Students Of Color ◽  
School Setting ◽  
Racial Microaggressions ◽  
Urban School ◽  
People Of Color ◽  
Science Technology ◽  
Stem Workforce ◽  
And Mathematics

Women and people of color remain underrepresented in science, technology, engineering, and mathematics (STEM) workforce and academia. In this chapter, the authors focus on the experience of girls and students of color in urban STEM classrooms through the lens of microaggressions theory. Within this chapter, the authors define macroaggression and discuss the various types (e.g., microinsults, microinvalidations, microassaults). Consequences of microaggressions are discussed and strategies are presented to address microaggressions within the PreK-12 urban school setting.

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