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Racial disparities in high school completion are a prominent reason for racial imbalances in STEM fields. While only 1.8% of Asian and 4.1% of White students drop out of high school, 5.6% of Black, 7.7% of Hispanic, 8.0% of Pacific Islander, and 9.6% of American Indian/Alaskan Native students drop out of high school. [6]
Students of color, especially Black students, face difficulty in STEM majors as they face hostile climates, microaggressions, and a lack of support and mentorship. Despite facing discrimination, many African American women have risen to prominence in STEM fields, starting in the mid-1800s, when physician Rebecca Lee Crumpler was the first ...
Inclusive STEM approaches such as Problem-Based Learning (PBL) and personalization of learning could generate solutions to lower gender disparities in STEM. [21] Students' intellectual engagement and success can develop and improve as a result of the instructor's gender. Gender disparities decrease when a course is taught by a female instructor ...
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The long quest for gender parity. For Caltech, a campus of 2,400 undergraduate and graduate students with 47 Nobel awards and more than 50 research centers, the road to gender parity has been long.
Research conducted by Dice, a tech career hub, showed that more than 50% of women faced sexual harassment in tech companies. [7] A pilot program that was done to understand different elements that affect minorities during a STEM course showed that increased mentorship and support was an important factor for the completion of the course.
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In a 2015 study across undergraduate students in computer science on gender and race identified factors over time that have contributed to the gender disparity in computing. One reason was the students’ perception in their math ability, as women tended to rate themselves to be lower in mathematical skills in comparison to their male counterparts.