Why are Students of Color Leaving the STEM Field?

By Shelletta Baker

Increased concerns over limited interest in Science, Technology, Engineering, and Mathematics (STEM) have driven policymakers to inquire why more college students

do not pursue these highly demanded areas (Hembree, 1990; Pascarella, 2006).

However, the United States Department of Labor determined that although many

college students have shown interest in STEM fields, many do not complete their

degree programs.

The United States Department of Education reports that “48% of bachelor’s degree-seeking students entering STEM fields between 2003–2009, left or exited college before completion, consisting of 29% African Americans” (United States Department of Education, 2013, p.4). Why are students of color leaving the field? Contributing factors include stereotype threat,

low access to upper-level mathematics, and the inconsistency of college student interests.

Stereotype threat is an individual’s concern or anxiety about their performance through the lens of a negative stereotype about their group (Shapiro & Williams, 2012). Negative stereotypes exist about many groups, for example: women are not good with mathematics

and science. As it relates to STEM fields, some women have a negative view about themselves and their selfworth based on the stereotype that women are not good with mathematics and science. In fact, women only represent 24% of the STEM workforce, while

comprising 47% of the nation’s working class (United States Census Bureau, 2009); this limited female representation contributes to the stereotype threat among women and can cause them to have negative views of themselves. Furthermore, a lack of female representation is even more pejorative for women of color who currently make up less than 3% of mathematics and science graduates in the United States (United States Department of Labor, 2015).

Another factor contributing to student departure from STEM fields is limited access to higher level mathematics (Taylor, McGowan, & Alston, 2008; United States Department of Education, 2015; United States Department of Education, 2014). A mathematics foundation is sustained by algebra skills—“early mastery of algebra is critical to preparing students for subsequent coursework needed to prepare for college and careers (United States Department of Education Office for Civil Rights, 2014). However, many students do not have access to advanced STEM courses; nationwide, only 50% of high schools offer calculus and 63% offer physics (United States Department of Education Office for Civil Rights, 2014). Limited access to high-level STEM courses like science and mathematics contribute to inferior mathematics skills, and without support, some students decide to change their major (Watkins & Mazur, 2013).

Finally, college students experience a myriad of life-changing events that may disrupt their social, emotional, academic, and professional lives—finding love, joining social groups—which can cause their interests in STEM fields to wane (Ramos, 2013). In fact, over 50% of college students change their major at least three times before graduation (United States

Department of Education, 2015); these changes may contribute to the inconsistency of college student interest in STEM. Ultimately, whether it be stereotype threat, limited exposure to advanced mathematics, or life experiences, there is no irrefutable justification to

explain why students leave STEM fields. Perhaps, this group can best be described as one in the process of growing and learning more about themselves. However, for women of color this growth is stunted (in STEM fields) with few positive images of themselves represented in the field. Therefore, the existence, persistence, and commitment of women of color must be highlighted to inspire increased interest among this group.

NCSM Newsletter Series—Women of Color in Mathematics—SUMMER 2018

VOLUME 48, NUMBER 4