The Culture Within STEM

By Sayohn J

Published on February 14th, 2025

Science, technology, engineering, and math are fields in which males, particularly Western-cultured males, have historically dominated. These standards have created barriers against women and racial minorities seeking to enter into these fields, and these old-fashioned ideals have turned STEM into a field of low diversity. In recent years, efforts to diversify STEM have been made, yet women and people of color face challenges in representation, opportunities, and inclusion. Understanding the significance of women and racial minorities in STEM is the key to fostering a more equitable and innovative future.

One of the greatest issues in STEM is the gender gap between men and women. Women continue to remain underrepresented, particularly in fields such as engineering and computer science. The Nation Science Foundation (NSF) states that women only earned 22% of engineering degrees and 19% of computer science degrees in the year 2020 (NSF, 2021). These disparities are heavily due to societal stereotypes and systematic biases and discourage women from pursuing STEM careers rather than lack of interest or ability. Younger women looking to pursue work in STEM are dissuaded from engaging in STEM activities due to the lack of female role models, biases for educators, and cultural/religious expectations that associate men with science or math (Cheryan et al., 2017).

On a similar note, racial minorities have also faced struggles in trying to insert themselves into STEM opportunities. Black, Hispanic, and Indigenous individuals specifically have found issues in finding proper representation, and the ability to pursue opportunities has been heavily stunted for this group of people. The Pew Research Center reports that while Black and Hispanic workers amount to a growing share of the U.S. workforce, they continue to remain underrepresented in STEM occupations. A statistic from 2018 shows that Black professionals only made up 9% of STEM workers, and Hispanic professionals accounted for only 8% (Funk & Parker, 2018). These low numbers are influenced by systemic barriers such as unequal educational opportunities, lack of mentorship opportunities, and workplace discrimination. A large portion of minority students attend underfunded schools that lack advanced STEM courses, making pursuing STEM difficult due to their lack of skills (Museus et al., 2011).

The importance of diversifying STEM can not be overstated. Diversity brings unique perspectives, creativity, and experiences that drive innovation and problem-solving. Research shows that companies with more diverse workforces outperform their less diverse counterparts in productivity and profitability (Hunt et al., 2015). Women and racial minorities bring new, valuable insights that can lead to groundbreaking discoveries and inclusive development in STEM fields. An example of this is diversity in AI development, which has helped AI improve in a way where it no longer shows biases towards darker complexions (Buolamwini & Gebru, 2018).

Efforts to improve diversity in the STEM fields have been made in the form of mentorship programs, scholarships, and workplace diversity policies. Organizations, including the National Society of Black Engineers (NSBE) and the Society of Women Engineers (SWE), provide networking opportunities and resources to represent underrepresented groups in STEM. Additionally, companies and universities are implementing policies to create inclusive environments and further promote career advancements for women and minorities.

To conclude, increasing the number of women and racial minorities in STEM is crucial for fostering innovation, equity, and economic growth. Although, over the years, progress has been made toward these goals, significant barriers remain. Addressing biases, improving access to STEM education, and promoting inclusive workplace environments are essential steps in moving forward with diversifying STEM. Investing in these efforts will lead to dynamic changes in STEM, creating a future where humans can unlock the full potential of STEM, and everyone, women, men, white, or black, can thrive in STEM.

Works Cited:

Buolamwini, Joy, and Timnit Gebru. "Gender Shades: Intersectional Accuracy Disparities in Commercial Gender Classification." Proceedings of Machine Learning Research, vol. 81, 2018, pp. 1-15.

Cheryan, Sapna, et al. "Why Are Some STEM Fields More Gender Balanced Than Others?" Psychological Bulletin, vol. 143, no. 1, 2017, pp. 1-35.

Funk, Cary, and Kim Parker. "Diversity in the STEM Workforce Varies Widely Across Jobs." Pew Research Center, 9 Jan. 2018, www.pewresearch.org. 

Hunt, Vivian, et al. "Diversity Matters." McKinsey & Company, 2 Feb. 2015, www.mckinsey.com. 

Museus, Samuel D., et al. "Racial and Ethnic Minority Students' Success in STEM Education." ASHE Higher Education Report, vol. 36, no. 6, 2011, pp. 1-140.

National Science Foundation. "Women, Minorities, and Persons with Disabilities in Science and Engineering: 2021." NSF, 2021, www.nsf.gov.