Diversity in STEM: A Look at STEM Choices Amongst Black and Latinx High School Students


  • Michael Owens University of West Georgia, USA
  • Natasha Ramsay-Jordan University of West Georgia, USA




The calls for increased diversity and participation of persons from historically underrepresented groups in science, technology, engineering and math (STEM) have gained increasing prominence within education in recent years, yet Black and Latinx students continue to have unequal opportunities to pursue STEM. This research investigates the disparity of Blacks and Latinx students' participation within high school STEM. Specifically, systemic influences and teacher impact are discussed. The research identifies teacher-student relationships, student recruitment methods, teachers' perceptions about STEM, inadequate preparation of teachers, and lack of resources as stimuli that inhibit student participation within STEM courses and programs. The examination of these stimuli could help school leaders and educators implement appropriate strategies to increase participation rates of Blacks and Latinx in STEM.       


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Author Biographies

Michael Owens, University of West Georgia, USA

MICHAEL OWENS, EdS, is an assistant principal of a middle school within the United States and a graduate student at the University of West Georgia. His major research interests lie in the area of secondary education, inequities in education, Science Technology Engineering Math (STEM), higher education research and multiculturalism. Email: Owensjrm@gmail.com

Natasha Ramsay-Jordan, University of West Georgia, USA

NATASHA N. RAMSAY-JORDAN, EdD, is an Assistant Professor in the Department of Early Childhood through Secondary Education at the University of West Georgia.  Her major research interests lie in the area of mathematics education, education policies, issues of equity in education, and the role of culture in mathematics education and development.  Email: nrjordan@westga.edu