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Abstract
Many racial minority groups must face systemic challenges that stand in the way of their success
in STEM, leading to the mistreatment and underrepresentation of people of color in the STEM
workforce. The purpose of this paper is to determine the primary factors that contribute to the
inequality present in many STEM fields so as to determine a number of potential solutions to the
issue. Through an analysis of several recent studies and journals, it is determined that the
primary cause of the issue is an unequal access to education and STEM resources. Therefore, it is
determined that education reforms and STEM programs for disadvantaged youth are among the
most effective methods of addressing inequality in the STEM workforce.
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An Analysis of Racial Inequality and the Academic and
Professional Success of Racial Minorities in STEM Fields
Recent attempts to increase diversity in STEM fields have revealed an uncomfortable truth certain racial minorities are at an inherent disadvantage in many professional and academic
settings. A recent study (Fry et al., 2021) reveals that Black and Hispanic people are
underrepresented in STEM fields, while both White and Asian people are overrepresented. The
study shows that Hispanic people only make up 8% of the STEM workforce, despite accounting
for 17% of the workforce across all occupations. It shows that Black people are similarly
underrepresented. Furthermore, the study reports significantly higher median earnings for White
and Asian people than Black and Hispanic people, with the former group earning nearly
US$20,000 more than the latter group. While significant efforts have been made to understand
this issue, it is critical to form a better understanding of its primary causes and effects so as to
find a potential solution. This paper argues that racial discrimination (at both the individual and
institutional level) in many of the largest STEM institutions in the United States leads to unequal
access to STEM resources and a disproportionately low representation of racial minorities in
STEM fields. This paper first discusses the numerous difficulties that underrepresented racial
minorities must face in both academic and professional settings. It then goes on to discuss the
primary factors that contribute to inequality in STEM fields, then concludes with several
potential changes that can be made to increase diversity in STEM fields.
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Mistreatment and Poor Representation of Minorities in STEM Fields
​
Certain racial minority groups face significantly lower rates of success in STEM fields
than their non-minority peers. When compared to employment across all fields, racial minorities
account for a disproportionately small portion of the STEM workforce. Furthermore, some
minority groups employed in STEM fields report a significantly lower mean annual income than
their non-minority peers (Fry et al., 2021). While there are reports of slightly increased rates of
success at institutions that were historically populated predominantly by minorities, there is still
a notable gap between the success of minority and non-minority individuals.
Low Minority Representation in STEM Fields
Some racial minorities make up a relatively small portion of the STEM workforce,
despite accounting for a significantly larger portion of the workforce across all occupations.
According to a 2018 study by the Pew Research Center, Black and Hispanic workers only make
up 9% and 7% of the STEM workforce respectively, despite accounting for 11% and 16% of the
total workforce (Funk et al., 2018). White and Asian people account for a larger portion of the
workforce in STEM fields than the workforce across all occupations. White and Asian workers
account for 69% and 13% of the STEM workforce respectively, despite making up 65% and 6%
of the entire workforce. This trend suggests that it is more difficult for minority workers to get a
job in a STEM field when compared to non-minority workers.
Varying Representation of Minority Women Between STEM Fields
​
A 2021 study conducted by the National Science Board reveals that interests among
women in STEM vary between races, with Non-S&E (Science and Engineering) fields being
more racially diverse than S&E fields (Okrent et al., 2021). According to the same study, people
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employed in non-S&E fields are less likely to have a degree relevant to their field of work. The
increased representation of women of color in more accessible STEM fields suggests that it is
significantly more difficult for women of color to obtain a degree (and thus, a job) in S&E fields
than non-minority women - a finding that might suggest that the primary cause of racial
inequality in STEM is an unequal access to quality education - not an issue in the workplace
itself.
Better Success Among Minorities at Historically Black Universities
The graduation rates of different groups of racial minorities at various universities in the
United States further reveal a trend that suggests that inequality in STEM could be caused by
inadequate education for racial minorities - not racism in the workplace itself. A 2012 study
published by the National Library of Medicine analyzes the success rates of minority students at
several universities in the US, reporting a significantly higher rate of success in STEM fields at
historically Black universities (Whittaker et al., 2012). These findings show that institutions that
have historically been significantly less hostile towards people of color, and continue to
emphasize their commitment to diversity, will naturally report higher rates of success among
racial minorities.
Primary Factors Contributing to Inequality in STEM
​
Participation in STEM fields is infeasible for a disproportionately large number of people
belonging to racial minority groups, primarily due to decreased government funding for public
schools in areas with populations consisting primarily of people of color. In addition to the lack
of funding for public schools, inequality in STEM fields may also be attributed to various
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socioeconomic factors, some of which make private STEM-focused schools and universities less
accessible to people of color.
Lack of Access to Education
​
Education is an incredibly important factor that contributes greatly to the success of
students in STEM fields. It would make sense to assume that an increase in STEM schools
across the United States would improve access to STEM education for minority students.
However, many of the schools that excel in STEM education are not only difficult for some
minority students to attend, but actively make it more difficult for minority students to attain a
high quality STEM education. In a 2017 study, it was found that failing schools - primarily in
minority inhabited areas - are often repurposed as STEM-focused schools (Bullock, 2017). These
schools can contribute to the gentrification of minority communities, making it difficult for
families to continue living in their homes as rent increases. This process of gentrification is seen
significantly more often in areas with a primarily minority population, and as such, affects them
a disproportionately large amount.
Lack of Access to STEM-Specific Education
​
Education inequality extends beyond basic access to high quality education through
primary schools and higher education. On top of the need for high quality education,
comprehensive STEM programs must be implemented for students interested in STEM fields to
succeed. However, schools with more minority students are less likely to have STEM education
programs. In a 2016 study by Google, it was found that only 46% of Black students have access
to STEM programs at their schools, whereas White 58% of White students had access to a
STEM program (Google, 2016). Such an inequity inevitably has an impact on the participation of
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minority students in STEM fields, as it is significantly more difficult for Black students to find
STEM classes or programs than it is for White students.
Socioeconomic Factors
​
While socioeconomic factors affect students’ abilities to attain a high quality education, it
is determined that the socioeconomic status (SES) of students does not have a significant impact
on their success in STEM fields after the attainment of general and higher education.
Psychological and environmental factors are determined to be significantly more important to a
student’s success than socioeconomic factors (Xie et al., 2015). While this does not necessarily
mean that socioeconomic factors are entirely unimportant when considering minority success in
STEM fields, it shows that it could be beneficial to analyze the effectiveness of programs that are
designed to increase interest in STEM, rather than success in the field.
Increasing Diversity in STEM
​
After identifying the primary causes of inequality in STEM, it is possible to determine
which proposed solutions may be the most effective. Several methods can be used to effectively
address racial inequality present in STEM fields. The most effective solution is to increase access
to education by increasing government funding for public schools in areas that are inhabited
primarily by underrepresented minorities. An improved education system may be further
supplemented by STEM programs for disadvantaged youth and workplace reforms.
Improving Access to Education
​
Improving access to education should be a primary focus for those interested in
increasing diversity in STEM fields. While other factors - such as socioeconomic status and
workplace discrimination - still affect the success of racial minorities in STEM fields, neither are
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as important as a general access to education. Data published by the US Bureau of Labor
Statistics shows that over 50% of STEM jobs require at least a Bachelor’s degree, and fewer than
10% of the people employed in STEM fields have less than an Associate’s degree (Fayer et al.,
2017). The implications of these findings are clear - a degree is almost a necessity in STEM. As
mentioned in Primary Factors Contributing to Inequality in STEM - Lack of Access to
Education, it is often more difficult for minority students to attain a higher education than
nonminority students. Therefore, improving access to general and higher education for minority
students is crucial for increasing equality in STEM.
STEM Programs for Disadvantaged Youth
​
In addition to improving access to general and higher education, it is determined that the
creation of STEM programs targeted towards disadvantaged minority students is an effective
way to increase minority participation in STEM fields (Estrada et al., 2017). High quality STEM
programs not only give students an opportunity to experience STEM work firsthand, they also
ideally provide students with additional resources to continue their STEM education outside of
school, if in-school STEM programs are not available. Several factors - such as the purpose of
the program and the program’s audience) must be considered to effectively increase participation
among the intended groups. When executed correctly, STEM programs have the potential to
decrease racial inequality in STEM fields.
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Workplace Reforms
Workplace reforms are an additional change that may increase diversity in STEM fields.
The creation and implementation of programs in the workplace to foster STEM diversification
has been shown to increase diversity and minority participation in the STEM workforce (Segarra
et al., 2020). The creation of mentor programs can teach valuable skills that may help employees
excel in the workplace. Such programs may be necessary to account for the fact that many
people of color are at an inherent disadvantage in the workplace due to factors out of their
control.
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Conclusion
​
As workplace diversity becomes an increasingly important issue, it is critical to address
inequalities that are present in some of the largest fields in the United States. Certain racial
minorities face challenges that are not experienced by other groups, leading to a
disproportionately low minority representation in STEM fields. Although there are numerous
causes for the racial inequality in STEM fields, the primary factors include a lack of access to
education for minority youth and socioeconomic factors. While it is difficult to fully resolve the
issue, it is possible to increase diversity in STEM fields by offering STEM programs to
disadvantaged youth and increasing access to education in regions with predominantly minority
citizens. For the greatest effects, these reforms and programs should be implemented by both
privately owned STEM institutions and local/national governments. Furthermore, individual
people may contribute by encouraging politicians or company executives to implement such
changes. While racial inequality is not an issue that can be easily addressed, its effects may be
diminished through continuous affirmative action.
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