Elevating Voices for Equity: Creating STEM Pathways for BIPOC Students
“Our BIPOC youth need safe and culturally relevant spaces. The way STEM has been taught historically, has not been exciting. We need to change the way curriculum is taught to show our youth that Science, Technology, Math AND the arts are ‘cool’ and can connect with them and their interests outside of the classroom.”
During our 2021–2022 two-part series, Elevating Voices for Equity, we learn, engage, and bring together community members to uplift Black, Indigenous, and People of Color (BIPOC) voices. This series is part of an ongoing collaborative commitment to learn from and amplify the messages from BIPOC leaders on essential topics, with the focus of this series being on equity in STEM education.
In our October event, Creating STEM Pathways for BIPOC Students, we heard from:
Michelle Ellis
Science Teacher and Educational Consultant
Alazar Ayele
Manager of Corporate Responsibility
Biogen
Jamie Lathan
Interim Vice Chancellor & Dean of Distance Education and Extended Programs
North Carolina School of Science and Mathematics
Jessica Santana
Co-Founder and CEO
America On Tech
Shawna Young
Executive Director
Scratch
During the event, Michelle Ellis moderated a discussion on the many barriers BIPOC students face taking Advanced Math and Science classes. Challenges of participating in STEM enrichment programs were also discussed. Actionable strategies were then made to the audience and how we, as a community, can put them to use right away to change this trend. Some of the questions explored in this discussion include:
Speakers Shawna Young, Alazar Ayele, Jamie Lathan, and Jessica Santana discuss the challenges BIPOC students face while getting into STEM programs and classes.
What can we do to inspire and motivate students to “see themselves in STEM” during their formative years (before post-secondary schooling)?
The panelists agree in full that we need to create a safe and culturally relevant space for BIPOC students in order to motivate them. You can’t create an opportunity without showing students they belong in these fields. Hands-on opportunities such as experiential learning, welcoming them with open arms and encouraging excitement in STEM is the first step.
The second step is making these spaces more desirable, and as BIPOC professionals in this field, we have that task. We need to implement strong mentorship at every step of the way. We have the ability to connect with them in exciting spaces through more hands-on learning experiences, but we must show them that the people in these fields look like them and connect with them on a level that makes them feel a sense of belonging.
There is value in having diversity in a field and STEM fields are suffering from lack of pathways for BIPOC students. What can we do to advocate for change in this system of overlooking BIPOC learners?
Our student panelists, Ariyah and Lily, talk about their own experiences with the STEM programs at their schools.
The panelists posed a question—what does a STEM degree really mean for these roles? They pointed out that we must embrace the rich history of our BIPOC story in this. The definition of STEM does not have to be definitive—so many things embody STEM, and maybe you don’t necessarily need a degree in the field to work in it. The gatekeepers need to be accountable for providing these pathways—not the students. We must meet students where they are by increasing access to STEM opportunities through real world learning. Let’s move away from boxes and deficit thinking and show our youth an open world of STEM opportunities.
Following our panelist discussion, we held our first-ever student panel with Ariyah Graham, Sophomore at Hunter Huss High School (NC) and Lily Rodriguez, Sophomore at Independence High School (CA)
The students discussed many important topics with Moderator Michelle Zamora (AmeriCorps Maker Fellow Sacramento City College / Los Rios Community College District) including:
What has sparked your curiosity and motivated you to think about a STEM career path?
Both panelists spoke to a class or club that really jump-started their excitement about the STEM field. They spoke to how these classes opened their eyes to a world of science or tech they didn’t know existed. Their teachers made it exciting through field trips, or hands-on projects that they could really explore these different topics with a sense of independence and feelings of “you can do this too!”
What would be helpful as you embark on your educational or career versus workplace journey?
Both panelists agreed—we need to see more people that look like us in these settings. If we were able to connect with someone every step of the way and they looked like us, came from a similar background like us and could explain the tougher elements of STEM in a fun way, we’d be more inspired to get a degree in the field or pursue a career.
Missed the event? Watch the recording of “Elevating Voices for Equity: Creating STEM Pathways for BIPOC Students” here!
With such an engaging conversation about an incredibly important topic, Creating STEM Pathways for BIPOC youth, we hope you’ll take the time to watch the full video and enjoy all of the topics discussed in our Elevating Voices For Equity series. We invite you to also register for the second part of our EVE Series, Developing STEM Networks for BIPOC Social Mobility, scheduled for Tuesday, February 15, 2021.