Recognizing and Developing STEM Talent Among Diverse Populations

Introduction

In schools, Science, Technology, Engineering, and Mathematics (STEM) talent is often overlooked in students of color with limited opportunities to increase their STEM interest and talent outside of school settings. In-classroom quality STEM experiences, coupled with the lack of out-of-school experiences, are limited because of scheduling demands and time constraints (Robinson et al., 2014), thereby, further limiting opportunities for diverse students to develop STEM talent in their classrooms. Furthermore, teachers may not recognize gifted and talented characteristics in students from diverse backgrounds, thus preventing them from recommending these students for gifted programming (Card & Giuliano, 2016) or supporting their enrollment in advanced STEM courses (Francis et al., 2019). If students of color do not experience success in early STEM programs, few will have opportunities to participate in advanced STEM courses in secondary school (Horn, 2018). In particular, Black students, including those who are academically qualified, are less likely to be recommended for Advanced Placement (AP) STEM courses causing a prominent racial divide and contributing to a perceived lack of belonging in these courses. Francis and colleagues (2019) found that Black and Hispanic students were the least likely to participate in STEM courses either because they were not recommended or they were not prepared. They also found that Black male students were less likely to be nominated for advanced courses because of perceived behavior issues. In all, Francis et al. attributed the disparity in AP STEM classes to racial and gender bias in course assignments, racialized tracking from early school years, and racially imbalanced and often unfair discipline referrals.

Research supports that teachers of color are more likely to recommend students of color for gifted programming or advanced classes than white teachers. Grissom et al. (2017) found a positive association between teachers of color (Black and Hispanic) and representation of students of color in gifted programs. The researchers found the association between Hispanic teachers and Hispanic students and Black teachers and Black students but they did not cross over. In other words, a greater number of Hispanic teachers did not correlate with a greater number of Black students in gifted programs. Grissom and colleagues also found that schools with a Black principal had increased representation of Black students in gifted programs. To reduce racial/ethnic bias, professional learning should provide educators with the knowledge and skills to recognize and develop talent in students from diverse backgrounds (Grissom et al., 2017). Additionally, educators should be able to design learning plans for diverse students that incorporate advanced and rigorous content, opportunities for problem solving and collaboration, and students’ culture, background, interests, strengths, and needs (Horn, 2018; Renzulli, 2021). Utilizing advanced content and gifted pedagogy, teachers will see students engaging in complex thinking, reasoning, and problem-solving giving teachers a better understanding of students’ particular strengths and needs (Horn, 2018).

Another contributing factor to students of color persisting in STEM is the lack of representation of people of color in prominent STEM careers (National Science Foundation & National Center for Science and Engineering Statistics, 2017). Over the last 25 years, there has been little decrease in the underrepresentation gap in the STEM workforce (Collins, 2018). Due to this, Black and Hispanic students are often deterred from achieving and persisting in STEM when they do not see people of color in high profile STEM professions and do not recognize themselves as potential scientists or mathematicians (Collins, 2018; Sorge et al., 2000). Furthermore, this lack of diversity in the STEM workforce can contribute to students' sense of belonging affecting their desire and eventually interest in seeking or continuing in STEM courses (Collins, 2018).