Inspiring the Next Generation of Scientists: If We Want More Minority STEM Professionals, Let's Address the Dearth of Minority Math and Science Teachers Who Will Serve as Inspiration

By Gibson, Dana L. | Diverse Issues in Higher Education, November 15, 2007 | Go to article overview
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Inspiring the Next Generation of Scientists: If We Want More Minority STEM Professionals, Let's Address the Dearth of Minority Math and Science Teachers Who Will Serve as Inspiration


Gibson, Dana L., Diverse Issues in Higher Education


Earlier this year, President Bush signed into law the America Competes Act with the goal of maintaining the United States' edge in technological innovation by devoting funds to improve science education and technology research.

The passage of the act should come as no surprise. America's ability to remain globally competitive has been debated for some time, with scholars and pundits alike focusing on Asia, primarily China and India. The bill aims to re-emphasize science, technology, engineering and math (STEM) fields as a priority in the United States. The renewed interest in science and math education, at a level not seen since the Soviet Union launched Sputnik more than 50 years ago, presents the best opportunity the United States has seen in a long time to reassess how it is educating all segments of the population and to make the appropriate changes and improvements.

Despite some general provisions to reach out to low-income and underrepresented groups, the America Competes Act's primary emphasis is on international competition and does not recognize the specific populations in the United States that are falling behind.

Let's look at how minorities are represented in the STEM fields based on figures provided by the Bureau of Labor Statistics. Within the computer and mathematic fields, African-Americans, who make up 12.4 percent of the U.S. population, account for only 7.3 percent of all professionals; Hispanics make up 14.8 percent of the population but just 5 percent of these professionals. In architecture and engineering, African-Americans, Hispanics and Asian Americans account for 5.6 percent, 5.9 percent and 9.7 percent of all professionals, respectively.

How can we account for this glaring underrepresentation of African-Americans and Hispanics in fields that are vital to ensuring the United States maintains a leadership position in technological innovation? One answer can be found in our education system. American students consistently perform below other developed nations in scienace and math, with African-Americans and Hispanics scoring at the low end of the spectrum. Students in these minority groups often fall behind their peers at an early age. The average scores from the 2005 National Assessment of Educational Progress show African-American and Hispanic students scoring significantly lower--by as many as 20 to 35 points, in some cases--than White and Asian/Pacific Islander students.

Certainly teacher quality directly affects students' academic performance, and the America Competes Act addresses the need for highly qualified teachers within the STEM fields, through the expansion of the Robert Noyce Scholarship Program.

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Inspiring the Next Generation of Scientists: If We Want More Minority STEM Professionals, Let's Address the Dearth of Minority Math and Science Teachers Who Will Serve as Inspiration
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