STEM Diversity

Groundbreaking inventions, life-saving discoveries, and revolutionary technologies are all crafted by the minds of the STEM (Science, Technology, Engineering, and Mathematics) community. Yet, even through years of speaking out for equality, the diversity in STEM remains a significant challenge worldwide, there being noticeable disparities among gender and race. It’s not a surprise that women are severely underrepresented in STEM jobs. For instance, in 2023, women only made up 28% of the STEM workforce, slightly increasing to 29% in 2024. In the U.S. specifically, the transition from high school to college now results in more men than women entering STEM occupations. Trends in data show that women’s postsecondary education in computer science, engineering, and heavy-math classes is notably lower compared to men. This skew similarly ranges through numerous other STEM fields. Even when it comes to race, though minorities make up a large portion of the U.S. population, many are not highlighted in STEM careers. These patterns continue even throughout Masterman school. 

After evaluating AP Chemistry, AP Physics C, AP Bio, Discrete Math, Computer Science, and Engineering, the majority are dominated by male-identifying students. A 12th-grade student mentioned that AP Bio was one of the few STEM classes that consisted of more female than male-identifying students – 17 female-identifying out of the 31 – and the environment was explained as “pretty diverse.” In addition, Kaddy Ren (25’), one of the 12 female students in the course out of 32 students in the class, described that Engineering “is more diverse and approachable to most people since it is a non-AP elective class.”  

Additionally, classes such as Discrete Math and AP Physics C notably highlight the small percentage of female-identifying students in STEM classes. For example, in the 31-student class for AP Physics C, there are only eight female students, and it has been described that the atmosphere of the class makes it challenging to put their voices out. Furthermore, Kaddy Ren mentioned that the stigma of any STEM AP deters more individuals since being “viewed as more challenging and dominated by white men.” She expressed that in AP Physics C “it's hard sometimes to pick groups for labs because most of the men in the class wear this air of exclusivity” – witnessing the environment of a STEM class discouraging her peers. Discrete Math showed similar disparities: in the first semester, the class consisted of 26 students, with seven individuals being female-identifying. The class was reduced to 11, containing four female-identifying students. Giulia Sheth (25’), a student enrolled in both classes, commented that “though, whether subconsciously or consciously, the guys sat on one side while the girls sat on the other.” All these classes were mentioned to be very intense, work-heavy, and mostly consisting of Aisan/white individuals. 

However, when it comes to clubs like Science Olympiad “you can see that diversity,” stated Oliva Kang (28’). However, some students like Jessica Jesteen (26’), a leader of WISH (Women in STEM Haven), noted “that Masterman's classes and clubs are open to diversity, but it's often difficult to find a place or feel comfortable when you are the minority in the room.” Many students have voiced their concerns about inclusivity in STEM fields. Ivan Li (28’) explained, “STEM fields often have this culture of gatekeeping—where the focus is on weeding people out, rather than bringing people in.” This closeted mindset not only makes the gender gap bigger but discourages individuals of other minorities.

These patterns don’t only occur at Masterman but all over the world, constantly being an issue. Awareness towards female groups and minorities should be advocated to everyone, especially targeting younger audiences, providing the idea of entering STEM early on. Many stereotypes or social norms restrict individuals from taking that greater step, only widening these disparities. As Kaddy Ren explains, “Intelligence is gained over time from discipline and exploration, and having a learning environment where people are comfortable enough to try and make mistakes is important to accomplishing more diversity in STEM classes.” Despite the lack of female and minority representation who participate in STEM-biased activities and APs, all students in Masterman remain driven to keep working.