The Lack of Graduate Level Black Men in STEM Companies in America: Part I
By: T. Timothy Tart
Apply the Qualitative Method and the Research Problem
The statistics from the National Science Foundation present a sobering reality, Black men continue to be significantly underrepresented in STEM fields despite apparent growth in educational achievements. While there was a seemingly substantial 25 percent increase in the number of Black men earning science and engineering doctorates over a decade, the actual rise in absolute numbers remains disappointingly small. These figures, from 631 recipients to 798, shed light on the sluggish progress in improving their representation at the highest level of STEM education (Bidwell, 2015).
Even more concerning is the persistence of stagnation in the representation of Black men among all science and engineering doctorates, fluctuating between a mere 4.5 percent and 4.8 percent. This glaring data underscores the enduring underrepresentation of Black men in advanced STEM education, revealing a systemic problem that cannot be ignored. Additionally, while there has been commendable growth in the number of science and engineering bachelor's degrees awarded to Black men, a 45 percent increase from 12,484 to 18,102, ?their proportion among all STEM bachelor's degree recipients remained virtually unchanged, at 6.1 percent in 2002 and 6.2 percent in 2012. These statistics underscore the urgent need for a comprehensive strategy to confront the systemic barriers and biases that persistently hinder the advancement of Black men in STEM careers (Bidwell, 2015).
Research Problem Introduction
The lack of representation of Black men in STEM fields can be traced back to a historical context of systemic racism and discrimination. Discriminatory practices in education, employment, and access to opportunities have long hindered the progress of Black individuals, particularly Black men, in pursuing STEM careers. Black workers comprise 11% of all employed adults, compared with 9% of those in STEM occupations. Their share is lower in some STEM job clusters, including just 5% in engineering and architecture jobs. There has been no change in the share of Black workers in STEM jobs since 2016 (Fry et al., 2021). The provided data sheds light on the representation of Black [male] workers across various occupational sectors, with a specific focus on their participation in STEM (Science, Technology, Engineering, and Mathematics) occupations.
The research is evident that Black [male] workers constitute 11% of the entire population of employed adults. In other words, out of all adults currently engaged in the workforce, 11% are of Black ethnicity. However, when we shift our attention to STEM occupations, we observe a slight disparity. In this context, Black [male] workers make up 9% of the total STEM workforce. This figure indicates that the representation of Black [male] individuals in STEM fields is marginally lower than their representation in the broader workforce. Further scrutiny reveals disparities even within the realm of STEM. Specifically, within the subsets of engineering and architecture jobs, the proportion of Black [male] workers dwindle to a mere 5% (Fry et al., 2021).
The significant underrepresentation of Black [male] individuals in engineering and architecture roles underscores a concerning gap within the STEM sector. Perhaps one of the most notable findings from the data is that there has been no change in the share of Black [male] workers in STEM jobs since 2016. This lack of progress implies that despite efforts to enhance diversity within STEM, there has been no discernible shift in the level of representation of Black individuals in these roles over the past few years. The data underscores the existence of disparities in the representation of Black [male] workers across various occupational sectors, with a particular focus on the STEM field. It demonstrates that Black [male] individuals are underrepresented in STEM, especially in specialized areas like engineering and architecture. Additionally, the data highlights the stagnation in the proportion of Black [male] workers in STEM jobs since 2016, indicating that more concerted efforts may be needed to address this issue and promote greater diversity within STEM occupations (Fry et al., 2021).
Systemic Barriers
Systemic barriers persistently hinder Black men's progress in STEM, evident in data highlighting the career paths of STEM PhDs. The findings emphasize the diversification of STEM PhDs' careers, with one in six opting for professions outside their field. This suggests diverse interests beyond their academic specialization. However, disparities arise among Black individuals and women, who are more likely to pursue non-STEM careers compared to other groups, despite their STEM qualifications. Those shifting from STEM face higher unemployment and lower salaries, particularly among Black individuals and women, compared to their White and Asian male counterparts with similar academic backgrounds. These complexities underscore the urgent need to address diversity and inclusion within STEM, offering equitable opportunities to individuals of all backgrounds. Deeper investigation is essential to comprehend the underlying causes behind these disparities fully. This data illuminates the barriers Black men encounter in STEM careers, emphasizing the importance of initiatives to foster diversity and equal opportunities. (McGee, 2020).
Intersectionality
Intersectionality complicates the underrepresentation issue, emphasizing distinct challenges faced by Black men. This perspective calls for a nuanced approach to address STEM underrepresentation. The lack of diversity in STEM has significant economic implications, impacting business administration. The problem roots in historical injustices and systemic barriers, compounded by unique challenges faced by Black men at the intersection of race and gender. Addressing this issue aligns with social justice and sound business principles, fostering diversity, inclusion, and innovation in STEM. Neglecting talent due to disparities harms both individuals and STEM industries. This research aims to propose strategies for increasing Black men's representation, rectifying injustices, breaking down barriers, and promoting equity and prosperity in STEM. (McGee, 2020).
Creating a Qualitative Problem Statement
??????????? The underrepresentation of graduate Black men in STEM (Science, Technology, Engineering, and Mathematics) industries in the USA is a multifaceted issue with significant repercussions for individuals, organizations, society, and policymakers. This problem encompasses recruitment, retention, promotion, and leadership disparities, reflecting systemic barriers and biases that hinder Black men's progress in STEM careers (Roepe, 2021). Empirical evidence from recent scholarly articles highlights the problem's existence, emphasizing historical discrimination, biased hiring and promotion practices, and the economic benefits of increased representation. For individuals, it limits access to career opportunities, impacting socioeconomic prospects. Organizations miss out on diverse perspectives and innovation, hindering competitiveness. On a broader scale, perpetuating this issue maintains social inequalities and hampers the benefits of an inclusive STEM workforce for society. Addressing this problem aligns with diversity and equity goals, contributing to a more equitable society. In essence, rectifying the underrepresentation of graduate Black men in STEM is crucial for fostering diversity, equity, innovation, and social progress within the STEM sector.
Purpose and Design of Qualitative Study
The purpose of this qualitative study is to explore and understand the experiences, challenges, and contextual factors influencing the lack of graduate Black men in STEM companies, positions, fields, and industries in the USA. A qualitative study design will be used in which narrative data will be collected and analyzed to gain insights into the lived experiences and perspectives of graduate Black men in STEM careers. These data will represent the multifaceted nature of the problem, including the educational journeys, workplace dynamics, and societal influences that shape the experiences of Black men in STEM.
Qualitative data will be gathered exploring the central phenomenon of underrepresentation of graduate Black men in STEM from graduate Black men themselves, employers, educators, and policymakers at various institutions and organizations within the STEM field (Graening, 2017). The reasons for using this form of data to generate data are to develop an in-depth understanding of the nuanced challenges, systemic barriers, and cultural factors that contribute to this issue. By using qualitative methods to collect and analyze narrative data, this study aims to provide a comprehensive and contextualized understanding of the lack of graduate Black men in STEM, ultimately contributing to the development of informed recommendations for addressing this issue.
领英推荐
Generating Qualitative Research Questions
·?????? Research Question 1: How do the educational experiences and early exposure to STEM subjects during K-12 schooling influence the career aspirations and choices of Black men pursuing graduate degrees in STEM fields in the USA?
o?? This question delves into the early educational experiences of Black men and aims to understand how these experiences shape their decisions to pursue STEM careers at the graduate level. It explores the factors that motivate or discourage them from entering STEM fields.
·?????? Research Question 2: Why do systemic barriers and biases persist in STEM industries, hindering the advancement and retention of Black men in STEM positions in the USA, and what strategies do Black men employ to navigate these challenges?
o?? This question seeks to uncover the underlying reasons behind the perpetuation of systemic barriers and biases within STEM companies. It also explores the coping strategies and resilience of Black men in STEM as they navigate these challenges throughout their careers.
Conclusion
In conclusion, the underrepresentation of Black men in STEM in the United States is a deeply rooted issue with wide-ranging consequences. It has garnered attention in the field of business administration due to its complexity, historical origins, and enduring systemic barriers. The data emphasizes disparities, particularly in specialized STEM fields, and highlights the lack of progress since 2016 (Fry et al., 2021). ?Systemic obstacles like biased hiring, resource disparities, and underrepresentation in leadership roles persist, contributing to the problem. Intersectionality, considering race and gender, further complicates the issue. Addressing this issue is crucial for businesses, aligning with both social justice and sound business principles. Qualitative research will explore the experiences and challenges of graduate Black men in STEM, aiming to provide informed solutions for greater diversity, equity, innovation, and social progress in the field.
?
?
References
Bidwell, A. (2015). African-American Men: The Other STEM Minority. US News & World
Report; U.S. News & World Report. https://www.usnews.com/news/stem-solutions/articles/2015/05/07/african-american-men-the-other-stem-minority
Fry, R., Kennedy, B., & Funk, C. (2021, April 1). STEM Jobs See Uneven Progress in Increasing ????? Gender, Racial and Ethnic Diversity. Pew Research Center.
Graening, L. C. (2017). AFRICAN-AMERICAN MALES IN STEM: A QUALITATIVE
EXPLORATION OF PERSISTENCE TO GRADUATE SCHOOL. https://dspace.calstate.edu/bitstream/handle/10211.3/194680/LCGraening_Thesis_Final.pdf?sequence=1
McGee, E. O. (2020). Interrogating Structural Racism in STEM Higher Education. Educational
Researcher, 49(9), 633–644. https://doi.org/10.3102/0013189x20972718
Roepe, L. R. (2021, January 6). Barriers for Black Professionals. Www.shrm.org .
?
?
?
?
?