What do Marie-Curie, Lise Meitner, Alice Ball, Dr. Nadine Caron, and Dr. Carolyn Parker have in common? They are all accomplished scientists that span several decades in our recent history and they have all contributed remarkably to their respective field. They are all members of minority groups and they are all women, two characteristics that make their chosen passion, career, and calling more challenging. Unfortunately, systemic discrimination has veered its ugly head far too often, and “scientists should consider the many ways that inequality manifests in science, including science's historical contributions to discrimination, the lack of representation in science, and the extra burden placed on minority scientists to fix issues relating to diversity and inclusion” (Odekunle, 2020, par. 1). This just scratches the surface of what this topic involves.
The goal of this post is to recognize the ongoing struggles of minorities in the field of science and technology as a critical flaw that unfortunately persists in a 21st century science and technology classroom. I will be reflecting on personal experiences and on my current classroom context with the goal of providing concrete suggestions to help recognize the historical and present day struggle of minorities in science, and to provide concrete strategies to encourage said minorities to pursue a career in the sciences should they so wish.
In 1998, I was one of two grade 10 females offered a field trip opportunity to visit CAE Inc., a Canadian Aerospace Company based in Montreal, Quebec. The selection of students was based solely on our academic achievement in math and science. There are a couple issues with my previous statement being that a) allegedly males ranked higher academically in these subjects, and b) why? (which is a topic for yet another discussion). What I want to focus on is the unfortunate issue that females, even twenty years ago, were considered minorities in STEM careers which is what this field trip was all about; offering an opportunity to get a firsthand view of what a career in engineering would involve. I loved the experience I was offered; I even flew a flight simulator (they only let the women fly the simulator), but landed it on its right wing. Not too bad for my first and only attempt.
Last year, my advanced grade 10 science and technology class was comprised of 24 females and 3 males which was a drastic shift in what an advanced science class looked like in 1999 in terms of gender distribution. However, something always happens between their (the females’) budding love for science and ultimately their chosen profession and, more often than not, very few females end up in careers that are within the field of science. I am sure there are a variety of reasons for their shift in interest. Perhaps it has to do with the level of difficulty that this field upholds (and this applies to both males and females), perhaps it’s the innovativeness and necessary creativity that scares them away, or perhaps it is simply due to obligations or circumstances that are out of their control. What I hope it is not, is the fear that they will be met with numerous obstacles since they will be, even today, a minority in the sciences. Katherine Wall confirms that “[i]n 2016, women made up 34% of STEM bachelor's degree holders and 23% of science and technology workers among Canadians aged 25 to 64” (2019).
Although the above discusses the realities of gender in the science field, there are a plethora of examples of other minority groups who face struggles similar or greater than what I just referred to. Again I must stress that this is just the tip of the iceberg when we consider the complex issue of systemic discrimination. However, on a positive note, as a female secondary science and technology teacher, I feel an obligation to provide my students with the courage to pursue their chosen STEM career path regardless where they situate themselves within our social construct.
In-class Solutions:
I am a female science teacher, and for students who are aspiring to gain strides in this field, must understand that educators can have a profoundly positive impact on their students’ experiences and decisions, and this is something that I do not take for granted. I can offer encouragement in a non-judgmental way and provide help for those needing the extra support as they pursue their dreams in science (something I have already done many times before).
I am borrowing this next idea from one of my student teachers who made it a point to include a brief history of one minority scientist before every one of her lessons. This was something that was very important to her and it helped shed light on the issue of systemic discrimination in this domain but with positive and inspirational endings.
Solutions on the outside:
“Scientists involved in hiring [and deciding on university admissions] should implement advertising strategies, especially at leadership levels, that attract diverse applicant pools, and they should facilitate fair decisions by forming diverse recruitment panels” (Odekunle, 2020, par.5).
Inclusive environments need to be created, taught, and maintained. This includes zero-tolerance for any racism, mentoring services need to be offered for those experiencing struggles in their career related to inequality, “underrepresented individuals” should be given the power to make important decisions, and recognition in a variety of forms should be made for all contributors to science (Odekunle, 2020).
With this said, creativity and innovation can often be a collaborative process and, in domains such as science and technology, it should be. Many individuals have so much intellect to offer that it becomes a vital priority to create and encourage a safe environment where all people can excel.
Therefore, when considering what a 21st century science and technology classroom looks like, my essential question guiding my research for this course, it looks like a fair distribution of hard working, skilled, intelligent, creative, and innovative individuals from all minorities and backgrounds. And, there is certainly NO place for systemic racism in this environment and professional community.
References:
Odekunle, E. A. (2020). Dismantling systemic racism in science. Science, 369(6505), 780.3-781. https://doi.org/10.1126/science.abd7531
Wall, K. (2019, May 2). Insights on Canadian Society Persistence and representation of women in STEM program. Statcan.Gc.Ca; Government of Canada, Statistics Canada. https://www150.statcan.gc.ca/n1/pub/75-006-x/2019001/article/00006-eng.htm