Contribution by Andrew Krusenstjerna, Graduate Student Representative
Last week marked the end of the National Hispanic Heritage Month in the United States. Initially established in 1968 as just a week of commemoration, it was later expanded in 1988 to span an entire four weeks. The aim was simple: to celebrate the traditions and contributions of the Hispanic community. Given the current social, political climate, and xenophobic vitriol, I believe this event is more important than ever. It offers us all a time to stop, honor, reflect, and focus. To reflect on all the good that has been done and focus on what still remains to be done. One struggle that still pervades the community, that I am acutely aware of as a Chicano and student of science, is the underrepresentation of Hispanics in Science, Technology, Engineering, and Mathematics (STEM) [1].
Since the tech boom of the 1990s, STEM jobs have skyrocketed. According to data from Pew Research Center, employment for this category grew 79% from 1990 to 2018. While this growth rate has slowed as of late, STEM jobs are still projected to top 8 million by 2028. This employment increase also comes with substantive pay. The average median hourly wage for STEM careers being $38.85 compared to around just $19.30 for non-STEM [2]. The field is obviously expansive and fruitful but there are obstacles to overcome to enjoy its bounty. For instance, high educational requirements. According to the Bureau of Labor Statistics [3], for entry, 99% of STEM jobs require at least some post-secondary education. This is substantial when compared to 36% of total employers. This educational demand is a clear stumbling block for disadvantaged populations who struggle to receive quality education.
Many inroads have been made in terms of Hispanic educational access in the US. For example, between 1996 and 2016 high school graduation rates increased from just 65.5% to 90.1% [4] and between 2002 and 2012, bachelor’s degrees awarded increased 110% [5]. Despite these gains, Hispanic participation in STEM is still alarmingly low. The Hispanic population in the United States is estimated to be about 18.5% [6], but in STEM they account for just 7% [1]. This disparity is shocking and demands answers as to why it exists.
Recently, the Student Research Foundation published a report [7] where they tried to explain possible reasons for Hispanic underrepresentation in STEM. They quickly ruled out discrepancy in STEM intellectual interest as the reason. Young Hispanic students had roughly similar interests and aspirations in the field(s) compared to overrepresented groups (ORGs). Instead, they narrowed the reason down to four factors: coursework, grades, confidence, and college plans. Compared to their peers, Hispanic students took less STEM classes, had lower GPAs and confidence, and tended to prefer community college over traditional four-year college. While these are rather simple and intuitive explanations, their causes are ugly and solutions complex.
Many organizations are working to combat this issue of disparity. While, a majority of these organizations offer lucrative scholarships, which are usually the first proposed idea for attaining equity, they are only a small part of their missions. Initiatives like forums, internships, and mentorships are just as, if not, more important. Personal connection and guidance will help young Hispanics navigate the tumultuous path to STEM careers.
We in the ASM Student Chapter can’t exactly do all that these organizations do, what we can do is strive to invest our time. As outlined earlier, underrepresented groups suffer from a deficit of resources. As advocates and students of science, it is our responsibility to lead and mentor, to be a resource to all of those who wish to follow. That is what we in the Student Chapter believe. In honor of National Hispanic Heritage Month, this is what I hope we all do.
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