Micaela Washington-Harris is one of our STEAM Teaching and Learning Coordinators. In her guest blog, she discusses the need to inspire diversity in the STEAM field.
According to the California Department of Education, the STEAM field and education are the fastest growing professions. But each is mostly white dominated, and far too few TK-12 students experience STEAM learning through educators that reflect the diversity we have in our schools and state.
Data shows that secondary students of color make up 3/4 of STEAM classes, yet only 1/4 of teachers are POC. Forty percent of California’s population is LatinX, but only 8% of the workforce in STEAM is LatinX (including education). For Black people, the representation is significantly less (2%).
Why has student diversity (race, gender, sexuality, multilingual learners, socio-economic status, and learning differences, etc.) increased while STEAM professional diversity has significantly decreased? How do we make the STEAM field more diverse?
Diversity, equity, inclusion, and access are desperately needed in the field of STEAM. A National Science Teacher Association article found that when students see themselves in STEAM, they are more likely to sustain a strong pathway in the field. In order to address underrepresented populations, I’ve identified three areas that must be developed.
Financial Supports: One of the top reasons STEAM educators and professionals are not able to get into the field is due to financial barrier of entry. We need:
- State Financial Supports
- Reinvestment in residency/flexible programs
- Scholarships
Community Partnerships: To attract diverse populations and engage in equitable practices we must look at partners (outreach, community, & field placement programs) within our communities to bridge the gap. This includes:
- Field Placement Programs
- Outreach Programs
- Community Mentorship
Culturally Relevant Pedagogy: When culturally responsive pedagogy is present, it creates an environment for all learners to thrive. Representation matters!
I recently invited an engineer to co-teach in my STEAM class at 75th Elementary School. He helped to make learning “real” for many of my students. They made connections between the content and applied their learning in authentic ways. Some students asked him how he became an engineer, and he shared his story about growing up in South LA and the challenges of his personal path.
When we introduce our students to leaders who look like them, we cultivate connection and inspire diversity, equity, inclusion, and access to the STEAM profession.