At a recent Ethnic Media Services briefing, experts convened to discuss the urgent need for careers in science, technology, engineering, and mathematics (STEM). With average earnings surpassing $100,000, STEM jobs are among the highest-paying in the U.S., especially when compared to the national average wage of $46,000. However, the U.S. faces a significant shortage of domestic STEM professionals, with approximately 43% of these workers coming from abroad. This gap is particularly evident among students of color, girls, and low-income children, who remain underrepresented in STEM fields.
Dr. Louis Freedberg, Interim CEO of EdSource, opened the discussion by highlighting the projected growth of STEM careers, which are expected to expand at twice the rate of other jobs over the next decade. Despite this promising outlook, Black, Latino, and Native American students, as well as women—especially in engineering and computer sciences—remain drastically underrepresented in these fields. Freedberg stressed the importance of early exposure to STEM education and addressing the anxiety that often surrounds math and science in schools.
The panel included Dr. Pedro Noguera, Dean of the Rossier School of Education at USC, who shared insights from his podcast about educational disparities, and Dr. Darin Brawley, Superintendent of Compton Unified School District, who discussed initiatives aimed at bridging the STEM gap in underserved communities. Daniel Voloch, Chief Program Officer at Girls Who Code, and Dr. Yasemin Copur-Gencturk, Associate Professor of Teacher Education at USC, further emphasized the necessity of inclusive programming and teacher support in igniting STEM interest among young students.
The consensus was clear: overcoming the STEM workforce shortage is not merely an educational issue; it is a civil rights matter. Without equitable access to STEM education, low-income and minority students risk being left behind in one of the most lucrative and rapidly growing sectors of the economy. The experts called for systemic changes in schools and broader societal efforts to ensure that all students, regardless of background, can seize STEM opportunities.
Dr. Brawley elaborated on the innovative STEM model implemented in the Compton Unified School District. A unique element of this model is the “Young Sheldon Grant,” playfully named after the character from The Big Bang Theory, symbolizing the district’s commitment to nurturing young academic talent.
He explained that Compton Unified embarked on its STEM journey over a decade ago, driven by the goal of closing the opportunity gap for Black and Latino students. A significant milestone was the arrival of Michelle Dawson, a notable figure in STEM education, whose leadership helped shape this vision. Their strategy focused on providing Compton students with opportunities equal to those in wealthier districts.
The district’s membership in the Digital Promise League of Innovative Schools allowed them to learn from peers and implement strategies that now position Compton as a leader in STEM education. Students begin learning coding as early as preschool, with offerings in robotics, video game design, and specialized math academies. The curriculum also includes Project Lead the Way, a national STEM program, along with partnerships with major companies like Verizon, IBM, and Apple, which provide resources, innovative labs, and certification opportunities.
Dr. Brawley emphasized that this successful model can be replicated in other districts but requires a clear focus, a strong vision, and collaborative partnerships. Compton’s mission is to prepare students for full participation in the global economy, ensuring that their zip code does not determine their access to quality STEM education.
Despite the district’s achievements, challenges persist, particularly in aligning the STEM curriculum with state standards and ensuring that teachers stay abreast of rapidly evolving technology. Nevertheless, through ongoing professional development and collaboration, Compton continues to offer transformative experiences for its students, equipping them for future careers in technology and engineering.
Daniel Voloch introduced the remarkable initiative Girls Who Code, underscoring its mission to close the gender gap in entry-level tech jobs by 2030 and create a more inclusive tech industry. Founded by Reshma Saujani in 2012, Girls Who Code emerged from her realization, during her 2010 congressional campaign, of the stark underrepresentation of girls in computer science classrooms. This prompted her to build pathways for young women into the tech sector through coding education and community building.
Voloch highlighted the critical need for representation, noting that students often learn about figures like Einstein and Zuckerberg but rarely about pioneering women in tech, such as Ada Lovelace and Katherine Johnson. This lack of visibility contributes to the underrepresentation of women in the workforce, where they make up only 26% of the tech industry, with Black and Latinx women accounting for just 5%.
Girls Who Code aims to address this imbalance by providing free, high-quality coding education to girls from third grade through early career stages, especially those from historically underrepresented backgrounds. Through programs like clubs and summer immersion workshops, girls learn coding skills and gain exposure to real-world applications in fields such as AI, cybersecurity, and game design. The initiative has already reached over half a million girls globally, helping them develop technical skills and foster supportive sisterhoods.
A poignant example shared by Voloch was that of Kaesu, the daughter of a Ugandan refugee, who faced significant challenges while in the Girls Who Code program. Despite her family’s struggles, Kaesu persevered, graduating with a degree in computer science, and now works as an information security engineer at Bank of America. Her story exemplifies the transformative impact of initiatives like Girls Who Code, which provide essential support and mentorship to help young women break into the tech industry.
Voloch emphasized that mentorship is vital to student success. Girls Who Code connects young learners with near-peer mentors and women already thriving in the tech sector. This layered mentorship helps students navigate their educational and career paths, ensuring they see themselves represented at every stage.
As Girls Who Code looks to the future, they are focusing on emerging technologies, particularly AI, to ensure that their students—especially women and underrepresented communities—are equipped with the necessary skills to thrive in these cutting-edge fields. Voloch concluded by emphasizing that the future of technology depends on diversifying those who develop it, and Girls Who Code is dedicated to empowering the next generation of women to lead this change.
Dr. Yasemin Copur-Gencturk discussed the critical issue of teacher bias in mathematics, which resonates with many students. While math is often seen as a subject requiring innate brilliance, societal stereotypes around gender and race complicate this perception. Such biases lead to assumptions about who excels in math and who does not.
Dr. Yasemin pointed out that implicit bias, which operates unconsciously, is prevalent among teachers. Her research showed that while teachers did not demonstrate bias in grading students’ work based on race or gender, they perceived white students as having greater mathematical potential than their Black or Hispanic counterparts, regardless of actual performance. This bias also affected gender perceptions, with male students often seen as more capable in math than female students.
Notably, the research indicated that this bias was most evident when students struggled with math problems. Teachers were more likely to offer leniency to male and white students, underestimating the abilities of girls and students of color. The cumulative effect of these subtle messages can discourage students, especially girls of color, from pursuing math or entering STEM fields.
Dr. Yasemin stressed the importance of raising awareness among educators about persistent gender and racial inequities. She also underscored the need for targeted interventions in math education to address these biases, as generic bias training often proves insufficient.
This conversation opened the door to deeper reflection on how ingrained stereotypes affect students’ academic journeys and future career paths, particularly in STEM fields where diversity remains a challenge. Dr. Yasemin’s research highlights the urgent need for teachers to recognize and mitigate their biases, ensuring that all students receive the encouragement and support they need to succeed.
Additionally, ISIS Kadena Nunez, a graduate of the Compton Unified School District (CUSD) and a double major in marine biology and environmental science at the University of California, Santa Cruz, shared her experiences. She noted that her enrollment in CUSD was initially unplanned due to the COVID-19 pandemic. However, this unexpected turn allowed her to take advantage of the dual enrollment program, enabling her to earn two associate degrees before entering university. This preparation was crucial for her success at Santa Cruz, where she has immersed herself in her studies and research.
A key aspect of ISIS’s journey was the sense of community she found within CUSD, particularly among peers who were also women of color aspiring to enter STEM fields. She highlighted the stark contrast she later noticed at university, where diversity was less pronounced. This realization fueled her advocacy for greater representation in STEM.
While in high school, ISIS played an active role in Change Engines, an organization focused on empowering women in STEM, mental health, and civic engagement. As a STEM co-leader, she organized career fairs that brought prestigious institutions like Caltech to her school for the first time, inspiring younger students to pursue ambitious academic paths.
Her volunteer work at the Aquarium of the Pacific further emphasized the need for representation in scientific fields. Noticing the lack of diversity among participants, ISIS took it upon herself to advocate for more inclusive access to such opportunities, helping to bridge the gap for others in her community. Through programs like the Teen Science Cafe, she developed essential communication skills and learned to engage with professionals in the field.
ISIS credited her success to the unwavering support from her teachers at CUSD, particularly Mr. Rosales, who encouraged her exploration of science and facilitated her certification opportunities. This support countered societal expectations often imposed on women of color in STEM.
ISIS’s journey serves as a powerful reminder of the transformative potential of education and community support in empowering underrepresented students. By sharing her story, she inspires others to dream big and challenge the status quo in science and beyond, highlighting the critical importance of representation and advocacy for future generations.
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