As Black women scientists, the authors have witnessed these issues in theirs and their peers’ early education. However, equitable access to STEM education must also begin earlier. Undergraduate education is a common and necessary focus for inclusive teaching and improving representation within STEM. Unfortunately, only 34% of Black students complete their STEM degrees, compared to 58% of white students ( Riegle-Crumb et al.
Despite these challenges, incoming Black undergraduate students declare STEM majors at roughly the same rate as white students. These issues cause funding disparities among school districts and reinforce bias in selection for Gifted and Talented programs. Today, white flight and housing discrimination prevent equitable access to STEM (Science Technology Engineering and Math) education for Black children. Many Black children were barred from classrooms by pre-Civil War laws, and afterwards, “Separate but Equal” policies legally segregated the public education system. Disparities in early education have existed in the United States since before its inception.
