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Adjapong, Edmund – Urban Education, 2021
Female and male students perform equally well on science standardized tests, yet there are disparities in gender in most science-related fields. There are far fewer women from underrepresented backgrounds represented in science-related fields, as they are less likely to enroll in advanced science courses because of a perceived lack of positive…
Descriptors: Science Instruction, Teaching Methods, Popular Culture, Music
Shepherd, Michael A. – Urban Education, 2020
To explore the role of teachers' biases in the underrepresentation of minorities and women in STEM, 128 secondary science teachers were asked to evaluate responses spoken with either falling or rising intonation by African American, Latino, and White ninth-grade boys and girls. Responses spoken by minority students were evaluated less favorably…
Descriptors: Secondary School Teachers, Disproportionate Representation, Minority Group Students, Females
Daily, Shaundra Bryant; Eugene, Wanda – Urban Education, 2013
Following the belief that diversity breeds innovation in scientific endeavors, there is a national push for more diversity in the science, technology, engineering, and mathematics (STEM) workforce in order to maintain national economic competitiveness. Currently, STEM-related employment is only 28% non-White; however, greater efforts to recruit…
Descriptors: STEM Education, Ethnic Diversity, Disproportionate Representation, Minority Groups
Grossman, Jennifer M.; Porche, Michelle V. – Urban Education, 2014
This mixed-methods study examined urban adolescents' perceptions of gender and racial/ethnic barriers to STEM (science, technology, engineering, and mathematics) success, and their meaning-making and coping regarding these experiences. The sample includes surveys from 1024 high school-aged students and interviews from 53 students. Logistic…
Descriptors: Mixed Methods Research, Gender Differences, Barriers, Racial Differences