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The Barriers Ethnically Diverse Girls Face in STEAM
Abstract
The increase of STEM- and STEAM-related jobs and the power associated with STEAM industries creates an equity issue. This qualitative study explores the underrepresentation of ethnically diverse females in science, technology, engineering, art, and math professions through a STEAM (science, technology, engineering, art, and math) for girls aged 7-18. Throughout this study, the words STEM and STEAM will be used synonymously. The researcher will seek to explore how using gender-specific role models to mentor females of this age group will increase the numbers of young women of color graduating with STEAM degrees and entering those professions. This qualitative study is based on a meta-ethnographic analysis of dissertations and peer-reviewed literature related to barriers ethnically diverse girls perceive they encounter in pursuing STEAM careers. The approach was through the lens of critical race theory, empowerment theory, and feminist theory.
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