Science however objective, has still fallen to the traps of social biases. It is essential to address the systemic race and ethnicity-based biases that Black, Asian, and minority ethnic (BAME) students encounter in STEM fields. A
recent analysis reveals following points that sheds light on the wide disparities faced by Black and Hispanic doctorate students in U.S.:
- Black (comprising 12% of the U.S. population) received only 5% of STEM Ph.D.’s awarded in 2021.
- Hispanics (constituting 19% of the population) received only 8% STEM Ph.D.’s in 2021.
- Almost half of Black Ph.D.’s and 24% of Hispanic Ph.D.’s borrowed over $50,000 for their graduate education. In contrast, only 15% of white borrowed similar amounts.
- Black and Hispanic students disproportionately earn their Ph.D.’s from institutions less likely to have paid research opportunities and teaching assistantships.
Disparities in parental education, occupation, and household resources, negatively affect BAME students, particularly in science subjects. Immigrant students have to face complex issues compared to the native class, which includes social isolation, prejudice, discrimination taking a toll on their mental health. Due to internalized racism in
many instances, the reason for disparity that the BAME students face is attributed to their individual failure rather than to the systemic.
While provisions for diverse societies exists, there is a lack of its implementation at the ground level. Hence, there is an urgent need to dismantle the rooted cycle of disparity against BAME researchers and to foster an environment where diversity is not only acknowledged but also celebrated.
Struggles Faced by LGBTQIA+ Academics in STEM
The experiences of lesbian, gay, bisexual, and transgender (LGBT+) individuals within Science, Technology, Engineering, and Mathematics (STEM) remain underexplored, as they often face exclusion and discrimination. One of the most prominent struggle that Ph.D. students in STEM face is navigating visibility as it poses threats and potential setbacks in the academic career. Institutions should actively address LGBT+ visibility, empowering individuals to choose whether they want to make it known to others or not.
Despite efforts taken in the past to improve the experiences of
LGBT+ individuals in STEM, the results are poor. This is because the efforts were more centered on promoting the visibility rather than addressing systemic causes of bias and discrimination. Structural disadvantages and discriminations faced by LGBT+ staff and students are deemed invisible due to both heteronormative practices. A
2019 report highlights that a significant percentage of LGBTQIA+ individuals contemplate leaving their workplaces due to discrimination.
To address these challenges institutes can adopt intersectional approaches to actively promote diversity, addressing the intersecting systems of oppression and privilege. They can move beyond symbolic gestures and implement initiatives that tackle systemic inequalities within STEM cultures. And lastly, try and understand more about the experience LGBT + individuals in STEM.
A Call to Counter STEM Biases and Cultivate Inclusivity
To counter all these biases that exists in STEM and the journey of Ph.D., a proactive approach is essential. There is an impertinent need for funding, mentorship programs, and inclusive initiatives. Supporting disadvantaged communities through ally ship and advocating for their betterment in academics can lead to dismantling systemic biases, fostering a diverse and equitable landscape in science, technology, engineering, and mathematics.
Have you ever faced systemic bias in your academic journey? Share your experience by joining the conversation on our
Open Platform or
participating in our podcast. Amplify your voice and contribute to a dialogue that fosters awareness and inspires positive change in academia for a more inclusive academic community.
