Dr. Yasemin Copur-Gencturk, an associate professor at the University of Southern California, highlights the challenges and opportunities in the STEM (Science, Technology, Engineering, Mathematics) fields in the United States. Despite offering lucrative salaries—often exceeding $100,000 annually—there remains a significant shortfall in the workforce, with about 43% of STEM job vacancies located overseas. Furthermore, issues of racial and gender disparities persist, making it imperative to engage more children, especially those from low-income backgrounds and minority groups, in STEM education.
On October 11, the Ethnic Media Service hosted an online discussion featuring industry experts addressing the educational hurdles faced in STEM. Dr. Louis Freedberg, the interim executive director of the nonprofit news organization EdSource, explained that public schools serving low-income and minority populations lack access to vital STEM resources compared to wealthier districts. This gap is exacerbated by affluent area parents who often fundraise significant amounts for school facilities or leverage connections to bring resources from major companies into schools. Additionally, families with limited financial means struggle to enroll their children in quality STEM programs.
Dr. Freedberg emphasized the role of parental awareness in facilitating children’s exposure to STEM. He noted that first-generation immigrants may not prioritize STEM education, resulting in missed opportunities for early engagement. “Introducing children to STEM at a young age is crucial for their future involvement in the field,” he said, pointing out that acquiring knowledge in a profession requires thousands of hours of dedicated practice.
Beyond conventional STEM education, Dr. Freedberg mentioned that schools are now attempting to integrate the arts, forming what is referred to as STEAM. He argued that the connection between art and science is profound, with many mathematicians also being accomplished musicians. Teachers are encouraged to illustrate the interrelationships between these disciplines to students, as they are often intertwined.
Dr. Darin Brawley, superintendent of the Compton Unified School District, shared insights into his district’s approach to STEM education. A decade ago, only 21% of students pursued careers in STEM; today, that number has risen to 52%. The district has implemented various STEM programs and laboratories and has partnered with leading industry giants like Apple, IBM, and Verizon, affording students real-world exposure to STEM careers.
Daniel Voloch, project director of “Girls Who Code,” described how the organization empowers girls to learn programming, offering initiatives from elementary school through adulthood and impacting over 100,000 girls globally each year.
Dr. Yasemin Copur-Gencturk shed light on gender disparities in STEM fields. Through her research, she discussed the stereotypes surrounding male and female students’ abilities in mathematics. “There is a persistent belief that boys and white students excel in math compared to girls and minority students,” she stated, underscoring the need to challenge these biases and promote equity in STEM education.
