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Abstract
Underrepresented and marginalized students have challenges when connecting their personal identities to STEM identities. This has a direct impact on the post-secondary educational and career choices of these students. Some factors which contribute to the disenfranchisement of marginalized students include inequity in academic preparation, students’ lack of self-efficacy and self-identity in STEM, students’ lack of connection to the STEM curriculum and students’ lack of role models and mentors. Although the opportunities in the STEM workforce are abundant and lucrative, students who identify as students of color, female and/or English language learners are poorly represented in the STEM professions. Through the CCERS STEM + C Program, students are asked to expand their STEM identity through near-peer mentoring, encounters with STEM experts and individual STEM Research projects that are focused on the environmental restoration of New York Harbor, its watershed and the native oyster population.
Highlights
When considering future generations of scientists and healthcare professionals, the Sullivan Commission (2004) declared under-represented minorities to be “missing persons” in those fields
When students were asked about STEM identity, responses included “being able to be a part of the STEM field and expand the demographics” and “having a STEM identity will allow me to use my knowledge to help serve my community"
It provides meaningful ways to support underrepresented students in STEM through a highly engaging curriculum and activities that are anchored in real-world restoration ecology and marine environmental science
Summary
When considering future generations of scientists and healthcare professionals, the Sullivan Commission (2004) declared under-represented minorities to be “missing persons” in those fields. Underrepresented students (students of color, students with linguistic challenges, female students) struggle with the connection of their personal identities to STEM identities and see themselves as part of the STEM domain. We have people of color who are younger and growing more rapidly They are helping to propel us into a century where diversity is going to be the signature of democracy” (Frey, 2021). This growth is occurring in a U.S context that has historically disenfranchised and marginalized students of color (Ladson-Billings, 2006). Research indicates that greater gender diversity will bring a wide range of viewpoints to bear on scientific problems, facilitating innovation, creative problem solving, and novel discoveries (Lewis et al, 2017)
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