Breaking Barriers in STEM
Written by Kaylee Leone | September 1st, 2024In an era where innovation is the driving force behind economic growth and technological advancement, Science, Technology, Engineering, and Mathematics (STEM) education has never been more critical. Yet, despite its importance, STEM learning in the U.S. faces persistent challenges. Many students, particularly those from underrepresented backgrounds, struggle with feelings of exclusion, self-doubt, and a lack of encouragement. To build a diverse and dynamic STEM workforce, we must foster joy, belonging, and accessibility in STEM education.
Imagine walking into a classroom where curiosity thrives and where students feel encouraged to ask questions and explore new ideas in a supportive environment. Now, consider a setting that lacks this encouragement—where students may struggle to find their place or feel hesitant to participate. The way a learning space is structured can significantly influence a student's engagement and long-term interest in STEM.
Research shows that when students experience joy in learning and feel a sense of belonging, their engagement, confidence, and success rates rise significantly. Underrepresented students—such as girls, students of color, and those from low-income backgrounds—often face systemic barriers that make them feel like outsiders in STEM fields. But when schools and programs actively cultivate inclusive environments, these students are more likely to persist and thrive. This is not just about equity—it’s about unlocking the full potential of future innovators and problem-solvers.
A recent survey by The 74 Million revealed a concerning perception among U.S. adults: about two-thirds believe that K-12 STEM education in America is either average or below average compared to peer nations. There is some validity to this concern, particularly in the area of mathematics.
International assessments paint a sobering picture. Among 37 Organisation for Economic Co-operation and Development (OECD) countries, U.S. students rank 28th in mathematics, lagging behind nations like Japan, Canada, and Estonia. Science education fares better, with American students ranking 12th. However, the data underscores a need for improvement—especially in math, where a lack of foundational skills can deter students from pursuing STEM careers altogether.
This perception of underperformance has real consequences. If parents, educators, and policymakers do not believe in the strength of U.S. STEM education, investment in these areas may wane, further exacerbating the problem. Across the country, initiatives are proving that with the right approach, STEM education is improving and creating more opportunities for students.
While challenges exist, innovative programs are reshaping the STEM education landscape by fostering engagement, equity, and excitement in young learners.
Since 2021, Oklahoma State University’s College of Engineering, Architecture, and Technology (CEAT) has reached over 40,000 K-12 students across Oklahoma. By incorporating hands-on STEM experiences, near-peer mentoring, and community partnerships, this initiative inspires students who might otherwise never consider a future in STEM. Through engaging activities that connect classroom learning to real-world applications, students develop not just technical skills but also the confidence to envision themselves as future engineers, scientists, and innovators.
In Florida, Broward County’s STEM+CS initiative is working to level the playing field for students of diverse backgrounds. By integrating computer science into broader STEM education and partnering with platforms like Minecraft Education, the program makes learning interactive, fun, and accessible. The emphasis on interdisciplinary STEM learning ensures that students from all backgrounds can see themselves in a STEM-related future, whether in coding, engineering, or even biomedical research.
The future of work is increasingly tech-driven. The jobs of tomorrow will demand not just coding proficiency but creativity, problem-solving skills, and digital literacy. Inclusive STEM programs help bridge the equity gap, ensuring that students from all backgrounds have access to the opportunities needed to thrive in a digital world. Furthermore, representation matters. When students see role models who look like them—women in leadership roles in tech, Black scientists making groundbreaking discoveries, or Latinx engineers designing the future—they believe that they, too, belong in STEM. This isn’t just about numbers; it’s about shifting narratives and breaking down barriers.
Creating a more inclusive STEM education system requires commitment from educators, policymakers, parents, and industry leaders. Here’s how we can all play a part:
Encourage Exploration: Provide children with opportunities to experiment, fail, and try again. STEM should be about discovery, not just memorization.
Invest and Engage in Hands-On Learning: Textbooks alone won’t ignite passion. School clubs and organizations like Tech Wars, the Robotics Club, the Coding Club, and the Environmental Club allow Mount Morris students to immerse themselves in hands-on STEM learning exercises and projects. These interactive, project-based approaches connect STEM concepts to real-world challenges.
Promote Positive Representation: Showcasing diverse role models in STEM fields can inspire the next generation and dismantle stereotypes about who "belongs" in these careers.
Fostering joy and belonging in STEM education isn’t just a feel-good initiative—it’s necessary to build a workforce capable of solving the world’s most significant challenges. By rethinking how we teach STEM, ensuring inclusivity, and investing in programs that make science and technology engaging for all students, we can cultivate a new generation of thinkers, creators, and leaders. The future of innovation depends on it.
It’s time to break barriers, uplift underrepresented voices, and redefine STEM education for the better. The question is: are we ready to rise to the challenge?
Sources:
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“Current STEM Diversity Programs and Investments Aren’t Working — It’s Time to Shift Focus - EdSurge News.” EdSurge, 28 July 2023, www.edsurge.com/news/2023-07-28-current-stem-diversity-programs-and-investments-aren-t-working-it-s-time-to-shift-focus. Accessed 26 July 2024.
Geduld, Amanda. “Many Americans Think K-12 STEM Ed Lags behind Peer Nations. They’re Half-Right.” The74million.org, 11 July 2024, www.the74million.org/article/many-americans-think-k-12-stem-ed-lags-behind-peer-nations-theyre-half-right/. Accessed 15 July 2024.
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“Full STEM Ahead Award to Fund CEAT K-12 STEM Outreach Academy.” Okstate.edu, Oklahoma State University, 9 Feb. 2024, news.okstate.edu/articles/engineering-architecture-technology/2024/ceat_k_12_stem_outreach_academy_coming_soon.html. Accessed 14 May 2024.
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“Seven Steps to Ensure English Learners Aren’t Left out of STEM - EdSurge News.” EdSurge, 14 Feb. 2019, www.edsurge.com/news/2019-02-14-seven-steps-to-ensure-english-learners-aren-t-left-out-of-stem. Accessed 2 July 2024.
Wheeler, Kristi. “DOD Awards CEAT $6 Million for STEM Programs.” Okstate.edu, Oklahoma State University, 14 Dec. 2022, news.okstate.edu/magazines/engineering-architecture-technology/impact/articles/2022/dod_awards_ceat_six_million_for_stem_programs.html. Accessed 13 May 2024.