STEM(ing) the Tide: A Critical Race Theory Analysis in STEM Education¹

Abstract

At the most basic level of human existence is the need to feel like one belongs. Sense of belonging is correlated with a person's motivation, drive, behavior, and identity. Research suggests institutions of higher education do much to foster students' sense of belonging and create positive learning environments in which faculty use their potential to influence student learning, motivation, and belonging. This paper uses Critical Race Theory (CRT) to examine the problems of student attrition, lack of persistence, and lack of a sense of belonging among marginalized populations undergoing science, technology, engineering, mathematics (STEM) education within U.S. institutions of higher education. Using constructs and tenets of CRT, this paper specifically explores how race and racism in post-secondary STEM education exacerbate the problem while using contextual factors as a guide. Researchers and practitioners alike can use this critical analysis to support current and future work in understanding how educational programs are socially constructed in a way that historically excludes marginalized persons.

Notes

1 For purposes of this paper, STEM education refers to traditional college majors/programs within science, technology, engineering, and mathematics fields—as well as, more broadly, psychology and the social sciences.

2 For purposes of this paper, the STEM pipeline is defined as an educational pathway a student takes from early education through baccalaureate degree resulting in a job or additional education in a STEM field.

3 K-12 education is the compulsory education system in the United States ranging from Kindergarten (sometimes Pre-K) to 12^th grade. For additional info see: https://www.k12academics.com/education-united-states

4 Advanced placement refers to courses students can take during secondary education (high school in the United States). At the end of the course, students take a comprehensive standardized exam on course content and, if specific grade thresholds are met, result in receiving college credit. See https://apstudents.collegeboard.org for additional information.

5 Plessy v. Ferguson, 163 U.S. 537 (1856). http://www.oyez.org/cases/1850-1900/163us537. The Supreme Court of the United States ruled that having separate but equal accommodations for white and black people did not violate the equal protection clause of the 14^th amendment of the United States Constitution. This ruling allowed states to impose segregation of races as long as each race received equal accommodations. Thus, creating the doctrine of separate but equal within the US that lasted until Plessy was overturned in Brown v. Board of Education in 1954.

6 Minoritized is commonly used in CRT and social justice work. The meaning of the term implies that individuals did not choose to be in this position, rather society forced it upon them (see Bondi (2012) for example).

7 Common in the U.S., high-stakes tests are educational measures used in determining a student’s future education track or whose results have a direct impact on a student’s overall education. High-stakes test are commonly used for accountability purposes by different agencies (see Nichols and Berliner (2007) for additional information).

8 See Bentley and Fleury (2017) and Cole and Heinecke (2020) for a more robust analyses of the current higher education landscape.