Impact of Work-Study on Career Skills and Academic Success of Women and Minorities in Undergraduate STEM Programs by RC Patterson

 

Introduction

Women face unique challenges in postsecondary Science, Technology, Engineering, and Mathematics (STEM) programs (Charlesworth & Banaji, 2019; Perna et al., 2009). Barriers to success include inadequate academic preparation by elementary and secondary schools, inadequate attention to the psychological barriers that negatively impact persistence, and inadequate financial support from colleges and universities (Perna et al., 2009; Makarova., 2018). One way to address these issues is work-study. Female students tend to persist more effectively in environments where they are given support from peers, teachers, and the family and are supported financially by their institution and family (Perna et al., 2009; Szelényi & Inkelas, 2011; Inkelas, 2011). Students paid to be teaching assistants and research assistants, will be categorized as work-study. 

If the U.S. is to be competitive in the global economy, it must increase its production of workers skilled in science, technology, engineering, and mathematics (STEM) (Palmer et al., 2011; Perna et al., 2009). Many Organization for Economic Co-operation and Development (OECD) member countries have surpassed the U.S. in the production of skilled workers in STEM (Palmer et al., 2011).

Although the U.S. has progressed in increasing the number of African Americans who have received bachelor's degrees in STEM fields, African Americans remain underrepresented in STEM fields as students and faculty. "The representation of African Americans declines as degree level increases" (Perna et al., 2009, p. 2). Black women are even more underrepresented than black men in STEM (Perna et al., 2009). In 2004 36% of all bachelor's degrees awarded to Blacks in engineering went to Black women (Perna et al., 2009). This gender gap in African Americans is similar to gender gaps in other ethnic groups, where women are underrepresented in STEM (Perna et al., 2009). While there have been increases in the graduation rates of African Americans, Blacks and Hispanics remain underrepresented in proportion to the total population (Palmer et al., 2011).