Challenges faced by Women and Minorities

 

Using a case study methodology, Perna et al. (2009) sought to understand the contextual conditions that sculpt the achievement of African American women in STEM fields. Perna et al. (2009) found that minority women in STEM face unique challenges, including, Psychological barriers, Inadequate academic preparation, and Inadequate support by colleges and universities. The academic, psychological, and financial barriers limit the persistence of Black women in STEM fields (Perna et al., 2009). Given that these factors (academic, psychological, and financial barriers) are related to the environment, it is essential to note that, as stated by Szelényi and Inkelas (2011), "Women will have a much better chance of persisting in science when the appropriate environmental supports are present" (p. 352).

Minority women seem to be subject to something called Stereotype Threat, which can have an adverse impact on self-efficacy. Stereotype Threat is the belief that failure to succeed will confirm the negative stereotype (Perna et al., 2009). Self-efficacy is defined as beliefs about personal capabilities that are positively related to students' expectations of earning a bachelor's degree in a STEM field like engineering (Perna et al., 2009). Self-efficacy is essential when choosing a STEM degree (Perna et al., 2009). Compared to other students, white men tend to have higher levels of self-efficacy (Perna et al., 2009). People are more likely to complete a task they believe they can accomplish (Perna et al., 2009). Perceptions and support of family and peers, among other factors., shape self-efficacy. (Perna et al., 2009). Students must have friends in different majors (Perna et al., 2009). Women can maintain positive beliefs despite financial, academic, and other challenges when this support is positive (Perna et al., 2009). 

Using Social Cognitive Career Theory (SCCT), predict relationships between cognitive and contextual factors to know how cognitive, personal, and contextual factors contribute to engineering interest among the specific sub-population. Dika and colleagues (2016) used a quantitative regression model consisting of a questionnaire about attainment expectations and attitudes toward enrichment programs. Dika and colleagues (2016) distributed this questionnaire to faculty members and students at a four-year public institution in Puerto Rico, working with local public middle and high schools with science teachers to create science and engineering (MSE) student clubs.

Dika and colleagues (2016) found that while engineering self-efficacy and studying engineering were positive predictors of whether someone, particularly women, would pursue STEM, family STEM support yielded significant predictors for interest in studying engineering, particularly for women. Also, the perceived value of studying engineering and preferring math and science were significant predictors (Dika et al., 2016). Dika and colleagues (2016) and Perna et al. (2009) found that women's engineering and, indeed, STEM career attainment is heavily impacted by the perceptions of family, with parental expectations being a strong predictor of engineering interest among women. 

Fewer Black and Hispanic high school students took advanced placement than white and Asian students (Perna et al., 2009). The lack of Black and Hispanic high school students taking advanced placement is possibly due to a lack of rigorous work and a lack of qualified math and science teachers (Perna et al., 2009). Students with bad high school teachers may struggle, and students who were first or second in their class may also struggle (Perna et al., 2009). The environment tends to be fast-paced, and teachers must assist students the best way they can and maintain the student's self-esteem by giving struggling students extra assistance (Perna et al., 2009). The support students of color receive from peers, mentors, and faculty is crucial to success in STEM education (Palmer et al., 2011; Perna et al., 2009).