Racial diversity and discrimination in STEM fields
[12] Recently, scholars have begun applying the framework of systemic racism to explain the experiences of racial minorities in STEM.
[13] Specifically, research indicates that people of color, especially blacks, experience higher levels of discrimination, incur various microaggressions, and a lack of overall mentorship and support in STEM.
Lasting effects of the scientific racism include racial stereotypes about students of color and preconceived notions of STEM as predominantly a white, male field.
[17] Additionally, research demonstrates that beyond first-hand experience with science, societal norms, stereotypes, and interactions with peers, teachers, and family contribute to the development of a STEM identity.
[18] People of color and underrepresented minority groups in science, technology, engineering and math are more likely than whites to experience racial microaggressions.
[19] Studies show racial microaggressions that occur on college campus weaken students sense of belonging, make it difficult to form relationships with faculty, and contribute to less cultural alignment with STEM.
[19][20] At predominantly white institutions (PWI) environmental microaggressions are common in shared laboratory spaces among students and during meetings with faculty and advisors.
[24] Implicit biases among teachers, faculty, and colleagues makes it more difficult for students of color to form relationships, network with professionals in their fields, and find valuable mentors.
[25] Judgements placed upon people of color based on implicit biases are incredibly damaging and contribute to stereotype threat, which affects their overall performances.
For instance, Black women are often assumed to be underqualified forcing them to prove that they deserve to be in those spaces as was the case of Katherine Johnson depicted in Disney's "Hidden Figures".
[26] In particular, women and people of color often adopt individual strategies of assimilation or patriarchal bargaining in their attempt to gain acceptance.
[27] Similarly, Black female undergraduates students describe coping with racism on campus by gravitating toward same-race peers, faculty, and staff.
[7] Black and Latino/a may not always have the same access to higher level high school courses that are building blocks for success in College STEM fields.
[30][7] Scholars point to microaggressions, a chilly climate, and lack of role models and mentors as contributing to students of color being "weeded out” of STEM majors.
[25] Underrepresented minorities, including women, people of color, and LGBT individuals are more vulnerable to experience discrimination, isolation, and/or harassment in their workplaces.
Girls Who Code focuses their work not only on gender diversity but also on young women who are historically underrepresented in computer science fields, including African American/Black, Hispanic or Latina, Bi/ Multiracial, Native American/Alaskan, and Native Hawaiian/Pacific Islander, those who come from low-income backgrounds, specifically free and/or reduced lunch eligible, and those who have had a lack of exposure or access to computer science.
SACNAS also often points out that diverse voices bring creative solutions to our world's most pressing scientific problems and that building a national network that is innovative, powerful, and inclusive is necessary.
