Breaking Barriers: How Compton's Schools Are Transforming STEM Education for All

In the landscape of global STEM (Science, Technology, Engineering, and Mathematics) education, the United States stands tall as a leader. Yet, significant barriers persist, particularly for girls, low-income students, and students of color. This disparity not only affects educational outcomes but also limits career opportunities in fields that promise high economic mobility.

The Economic Stakes of STEM Education

STEM careers are known for their lucrative potential. U.S. workers in STEM fields earn an average of over $100,000 annually, significantly higher than the overall average of $46,000. As Dr. Louis Freedberg, interim CEO of EdSource, highlights:

• Civil Rights Issue: Access to STEM education is more than an economic concern; it’s about civil rights for those marginalized within our educational systems.
• Underrepresentation: Students from low-income backgrounds and various ethnic groups are significantly underrepresented in STEM fields.

The Role of Higher Education

STEM professions are closely linked to higher education. For instance:

• 67% of STEM workers hold a bachelor's degree or higher, compared to only 34% of workers in other fields.
• Three-quarters of those with advanced degrees are in STEM disciplines.

Freedberg emphasizes that early exposure to math and science is crucial in determining whether students pursue STEM paths. By the time they reach high school, enrollment in advanced STEM courses often reflects deep-seated inequalities.

Compton Unified School District: A Model of Success

Despite these challenges, the Compton Unified School District (CUSD) in Southern California has emerged as a beacon of hope. Here’s what they’ve achieved:

• Increased STEM Interest: The percentage of students choosing STEM careers has surged from 24% to 52% in the past decade.
• Graduation Rates: CUSD boasts a graduation rate exceeding 90%, surpassing the national average of 87%.

Dr. Darin Brawley, the district superintendent, notes the importance of providing equal opportunities for students, regardless of their background. This commitment is evident in their innovative programs, which include:

• Preschool Lego robotics
• Middle and high school coding and game design
• Courses in 3D printing, drone aviation, and more

Overcoming Barriers to Participation

The saying goes, "You can’t be what you can’t see." This rings particularly true for girls and students of color in STEM. Daniel Voloch, chief program officer of Girls Who Code, explains how representation can impact students' ambitions:

• Women make up around 50% of the STEM workforce, yet their representation varies dramatically across fields.
• Latina women, for example, represent only 5% of computer science roles.

Girls Who Code has made strides in addressing these gaps, assisting over half a million girls through mentorship and coding programs. Voloch believes they are on track to achieve gender parity in entry-level computing jobs by 2030.

The Impact of Implicit Bias

Implicit bias also plays a role in the underrepresentation of girls and students of color in STEM. Dr. Yasemin Copur-Gencturk from USC discusses how teachers often underestimate the potential of these students:

• Even when performance data show no differences, teachers may perceive disparities in potential based on gender or race.
• Teachers who believe gender equity has already been achieved may inadvertently contribute to bias.

What Lies Ahead

Addressing the barriers faced by students in STEM is essential for creating a more equitable educational landscape. As we reflect on the transformative work being done in places like Compton, it’s clear that change is possible. However, it requires a collective effort to challenge existing biases and ensure that all students have access to the opportunities they deserve.

What do you think?

• Is the current education system doing enough to address the disparities in STEM participation?
• Should STEM education be prioritized in underserved communities? Why or why not?