Are traditional academic approaches hindering organizations from bolstering diversity? According to new research, universities aren’t doing enough to diversify the next generation of talent from STEM (science, technology, engineering and mathematics) departments. In fact, 37 percent of STEM department chairs gave their institution a grade of “C” or below when it came to successfully recruiting and retaining women, Black, Latino and American Indian students.
The data is represented in the Bayer Corporation’s Bayer Facts of Science Education XV survey, which polled 413 STEM department chairs at the top 200 U.S.-based research universities, as well as colleges known for successfully graduating Black, Latino and American Indian STEM students.
Nearly half (46 percent) of STEM department chairs believe that traditional academic approaches—namely the “weeding out” of students via demanding introductory courses—are harmful to women, Black, Latino and American Indian students. More than half (59 percent) reported that this discouragement occurs “frequently” or “occasionally.” Eighty-three percent said that faculty members do counsel some students away from STEM degrees, and 58 percent noted it as a common practice.
Education, Role Models & Stereotypes
STEM department chairs rate the most significant barriers for students from traditionally underrepresented groups as a lack of educational preparation (32 percent) and a lack of role models (17 percent). Women students are challenged by a lack of role models (13 percent) and stereotypes (13 percent). For more on how stereotypes threaten students from succeeding at higher-education institutions, read social psychologist Dr. Claude Steele’s comments at a DiversityInc event.
Educational preparation is less of an issue for women STEM students (12 percent). The majority of department chairs (82 percent) perceive that women students enter college with a quality education, compared with majority students (74 percent) and Black, Latino and American Indian students (34 percent). Chairs also believe that women are 93 percent “as likely” or “more likely” to graduate compared with majority students. Only 61 percent anticipate the same for Black, Latino and American Indian students.
According to Greg Babe, president and CEO of Bayer Corporation, the most important finding of the study was respondents’ lack of willingness to alter current teaching practices. While 84 percent of STEM department chairs recognized that recruiting and retaining women, Black, Latino and American Indian students is a prominent challenge and 46 percent perceive “weeding out” as harmful to students, more than half (57 percent) felt no need to change. And of those citing a need for change, the majority (71 percent) calls for an increase in academic support and tutoring.
“No institution should be immune to making changes where change is needed,” says Babe, who notes that “college STEM departments are important gatekeepers to STEM careers—indeed one of the most important links in the chain.”
Dr. Mae C. Jemison, the first Black woman astronaut, medical doctor, chemical engineer and Bayer’s Making Science Make Sense spokesperson, says that it’s important to note that STEM dropout rates for all undergraduate students are at 40 to 60 percent. For more on how organizations can help improve dropout rates and bolster future talent pipelines, read “Rutgers Future Scholars Enhances Talent Pipelines With Corporate-Student Outreach.”
“This survey is about the perception about how the department chairs rate themselves, and there’s a reality behind that as well,” Jemison says. “The vast majority consider that women come to college very ready to succeed at STEM and graduate at much larger percentages. But when [students from traditionally underrepresented groups] and [majority students] do come prepared, they still graduate in lower numbers.”
Jemison cites industry research that found that 40 percent of women, Blacks, Latinos and American Indians who graduated with STEM degrees report that they were actively discouraged. “We are still losing other folks,” she says, noting how “weeding out” results in a loss of interest and self-confidence among STEM undergraduates.
To improve diversity in STEM departments, Jemison says that institutions need to provide expectation, exposure and experience. “Let students know that they should be there and that they are wanted,” she advises.
Read about the DiversityInc Foundation’s mission to fund scholarships for students who are disadvantaged financially.