---
title: "Racial diversity and discrimination in STEM fields"
chunk: 3/3
source: "https://en.wikipedia.org/wiki/Racial_diversity_and_discrimination_in_STEM_fields"
category: "reference"
tags: "science, encyclopedia"
date_saved: "2026-05-05T04:20:51.950148+00:00"
instance: "kb-cron"
---

=== Protective factors ===
Those in STEM fields have recognized that there is an extensive history of poor representation of women and people of color in STEM and are working to close the gap. Addressing this issue requires a coherent and sustained effort across multiple fronts. Many would argue that single intervention does not work, but that sustainable and strategic reform in education, work place, and within our communities would put our theory in to practice. Transforming our perception of STEM in the early education years for students of color necessitates celebration of the distinct contribution that women and people of color bring to science, technology, engineering, and mathematics.

=== Teachers ===
While many teachers are highly dedicated to reducing the race gap and actively striving to create equal opportunities in their classrooms, they can actually contribute to the STEM race gap. Researchers suggest that a teacher's attitude toward's their own profession will predict their attitude over STEM education, with emotional readiness, cognitive readiness and self-efficacy all playing part mediating roles. Meaning teachers who have zero confidence in STEM or under prepared are more likely to teach it incorrectly, which could be detrimental to students of color who already face systemic barriers. It is important that teachers understand that their actions impact students’ futures more than they may realize.  

=== Role models ===
One of the most promoted solutions is the need for role models. While both female and male role models can be effective in recruiting women in STEM fields there is a lack of role models of color to mentor POC in STEM fields. When individuals have someone to look up to that looks like them, they are more willing to stay in the field and develop a sense of belonging. Opportunities to engage and connect with individuals in STEM allows for excitement to be a part of this community and the development of a stronger STEM identity.

=== Mentors ===
Mentors provide students the academic and social support they need to succeed in STEM, however, having same-race mentorship is an important step in retaining students of color in STEM. Not only do students of color report more positive interactions with same-race faculty, they are also more likely to develop stronger STEM identities.

=== Organized efforts ===
There is a growing number of organizations whose goal is to increase diversity in STEM fields by encouraging girls and women to thrive in STEM environments. An example of one of these organizations is Girls Who Code. Their mission is to successfully close the gender gap in new entry-level tech jobs by 2030. 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. Girls Who Code acknowledges and values the intersections of race/ethnicity, gender identity and expression, class, sexual orientation, ability, age, national origin, and religious/spiritual identities.
Similarly,  Black girls who participated in I AM STEM, a community nonprofit organization designed to increase STEM participation among underrepresented groups, engaged directly in first-hand scientific research which contributed to stronger connections to STEM.
Another great example of organizations for the underrepresented is the Society for advancement of Chicanos/Hispanics and Native Americans in Science (SACNAS). SACNAS's mission is to advance the success of Chicanos/Hispanics and Native Americans in securing advanced degrees, careers, and positions of leadership in STEM fields. The organization has been working to make sure that those most underrepresented in STEM have the support they need to attain advanced degrees, careers, and positions of leadership. 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.

== Important scientists, engineers, and mathematicians ==
Katherine Johnson
West Area Computers
Dorothy Vaughan
Mary Jackson
Raychelle Burks
Jedidiah Isler
Ellen Ochoa
Ruby Hirose
Rebecca Lee Crumpler
France A. Cordova
Claudia Alexander
Susan La Flesche Picotte
Alice Ball
Janaki Ammal
Linda Garcia Cubero
Hedy Lamarr
Nadine Caron
Neil deGrasse Tyson
John Herrington
Mary G. Ross
Luis Walter Alvarez
Ella Cara Deloria
Witri Wahyu Lestari
Aaron Yazzie
Nanibaa' Garrison

== See also ==
Racial discrimination
Imposter syndrome
Racial Diversity in United States Schools
Internalized Racism
Institutional Racism
White Privilege
Racial Wage gap
Society for the Advancement of Chicanos/Hispanics and Native Americans in Science  
National Society of Black Engineers
National Organization for the Professional Advancement of Black Chemists and Chemical Engineers
Stereotype Threat
Microaggressions
Harassment
Gendered Racism
Scientific Racism
Women in STEM
STEM Pipeline
Structural Inequality in Education
Underrepresented Groups in STEM
Implicit Stereotype
Racial equality
Hidden Figures
Marginalization
Affirmative action

== References ==