---
title: "Racial diversity and discrimination in STEM fields"
chunk: 2/3
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"
---

=== Microaggressions ===
People of color and underrepresented minority groups in science, technology, engineering and math are more likely than whites to experience racial microaggressions. 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. At predominantly white institutions (PWI) environmental microaggressions are common in shared laboratory spaces among students and during meetings with faculty and advisors. Black female students are especially likely to feel alienated and isolated from their peers in STEM departments.

=== Implicit bias ===
Research on implicit bias demonstrates that as early as preschool teachers are likely to hold implicit bias against students of color, especially Black boys. While Black children make up 19% of preschool enrollment, they account for about half of preschool suspension. 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. Judgments 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 under-qualified 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".

=== Sense of belonging ===
When people do not feel welcome in a place, environment, or institution, they are less likely to feel they belong and more likely to withdraw. In particular, women and people of color often adopt individual strategies of assimilation or patriarchal bargaining in their attempt to gain acceptance. For example, Black male scientists adopt coping strategies to endure racialized interactions with colleagues and managers. Similarly, Black female undergraduates students describe coping with racism on campus by gravitating toward same-race peers, faculty, and staff. When underrepresented groups are forced to adapt or leave the field altogether, it costs STEM valuable talent and perspectives that could be used to advance scientific discoveries and advancements.

=== STEM pipeline ===
The STEM pipeline starts to narrow early as students of color face additional barriers to STEM participation in school. The following are some examples of these barriers.

==== Primary and secondary schools ====
Research indicates that racial disparities in science achievement test scores begin as early as third grade. These test score disparities were attributed to both socioeconomic status gaps between races and school qualities. In particular, Black and Hispanic students are more than double as likely to live in low-income neighborhoods compared to White students which directly contributes to less money for local public schools and indirectly less funding for STEM programs.  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. For example, those who have not taken high school trigonometry, calculus, or physics, are put at a disadvantage in terms of graduating with a STEM degree. Beyond academic preparation, experiences with STEM across various settings, including school, home, and out-of-school, help students of color see STEM careers as more possible. STEM researchers Vincent Basile & Kevin Murray both argued that major federal STEM education policy reports have consistently failed to address the need for more teachers of color in K-12 STEM classrooms, despite calling for increased minority student participation in STEM careers.

==== College ====
While Black males are twice as likely as their white peers to declare a STEM major upon entering college, they are less likely to graduate with a STEM degree. 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. Additionally, one study examining Black male engineering graduate students found that microaggressions from counselors, mentors, and fellow students resulted non-normative role strain. On top of these microaggressions, Black scientists recieve nationally less funding for federal biomedical research than their white counterpart, in part due to the fact the community-focused research topics they tend to pursue are considered high risk and are extremely systematically undervalued by grant reviewers.  These actors increase the likelihood that people of color leave STEM majors. 

==== Mentorship ====
Because white men are still overrepresented in STEM fields there is a lack of available mentorship from faculty and scientists of color. As a result, students of color in STEM feel unheard, excluded, and lose opportunities to make connections with peers. Research does indicate that students of color at HBCU's are much more likely to perceive their mentors to be supportive and describe more positive interactions with peers.

==== Work ====
Underrepresented minorities, including women, people of color, and LGBT individuals are more vulnerable to experience discrimination, isolation, and/or harassment in their workplaces. A Pew survey of men and women in STEM indicates that 50% of women in STEM experienced gender-related discrimination at work and about 62% of Black people in STEM jobs stated they experienced racial discrimination at work. Additionally, 72% of Black STEM workers believe that facing racial discrimination is a major reason why there are not more people of color in STEM fields.

== Strategies for increasing participation of people of color in STEM ==
Under-representation of people of color in STEM is a problem that is rooted to white supremacy and racism.

=== Bias training ===
Many scholars and organization recommend elimination of bias as a means to increase representation in STEM. Specifically, implicit bias, training of students, managers, faculty, and even students is seen as one way to combat stereotypes and reduce microaggressions targeting people of color. Additionally, incorporating implicit bias statements and policies can strengthen a commitment to diversity and inclusion within institutions.