Factors Associated With College STEM Participation of Racially Minoritized Students: A Synthesis of Research

Racially minoritized students in the United States constitute 30% of the U.S. population, but students from these populations represent a smaller proportion of those who earn science, technology, engineering, and mathematics (STEM) undergraduate degrees. This disproportionality contributes to race/e...

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Bibliographic Details
Published in:Review of educational research 2021-08, Vol.91 (4), p.614-648
Main Authors: Bottia, Martha Cecilia, Mickelson, Roslyn Arlin, Jamil, Cayce, Moniz, Kyleigh, Barry, Leanne
Format: Article
Language:English
Subjects:
Career Readiness
College Readiness
College students
Critical Theory
Cultural Capital
Cultural instruction
Curriculum
Disproportionate Representation
Educational Environment
Educational Opportunities
Equal Education
Equal Opportunities (Jobs)
Ethnicity
Family Income
Family Influence
Inclusion
Learning environment
Majors (Students)
Minority Group Students
Minority students
Psychological Patterns
Race
Racial Differences
Secondary Education
Secondary school students
Secondary Schools
Social Capital
STEM Education
Success
Undergraduate Students
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Summary:Racially minoritized students in the United States constitute 30% of the U.S. population, but students from these populations represent a smaller proportion of those who earn science, technology, engineering, and mathematics (STEM) undergraduate degrees. This disproportionality contributes to race/ethnic income, status, and power inequalities linked to STEM careers. Using a combination of vote counting and narrative approaches, the authors synthesize 50 recent articles about the factors related to college students’ STEM participation. Consistent with cumulative disadvantage and critical race theories, findings reveal that the disproportionality of racially minoritized students in STEM is related to their inferior secondary school preparation; the presence of racialized lower quality educational contexts; reduced levels of psychosocial factors associated with STEM success; less exposure to inclusive and appealing curricula and instruction; lower levels of family social, cultural, and financial capital that foster academic outcomes; and fewer prospects for supplemental STEM learning opportunities. Policy implications of findings are discussed.
ISSN:0034-6543
1935-1046
DOI:10.3102/00346543211012751