Invest in American Woman’s high-quality strategic STEM trajectory tailored specifically to African American girls and women
By 2030 we aim to increase the respresentation of (African) American women and girls in STEM by 20 percent — in turn decreasing various barriers she faces such as high student debt, low paying salaries and unequal pay by 20 percent.
PreK-5 in STEM
Introducing a high-quality STEM curriculum early on is critical in obtaining high levels of STEM achievement throughout her education and career. Unfortunately nationwide there is a lack of teachers in mathematics and sciences. There is also concern about how versed teachers are in the rapidly evolving world of technology, and technology’s impact on STEM education. American Woman is developing globally competitive mathematics and sciences teachers, partnering with high-quality supplemental STEM student learning centers, and building up engaged STEM parental advocates.
6-8 in STEM
During this stage American Woman will continue developing globally competitive mathematics and sciences teachers, partnering with high-quality supplemental STEM student learning centers, and building up engaged STEM parental advocates. In addition, heaving up on STEM extracurricular activities such as Science Fair Competitions or STEM summer camps are highly recommended (involvement in STEM extracurriculars even prior to this stage is advised.)
9-12 in STEM (2019 FOCUS)
According to the National Science Board’s Science and Engineering Indicators 2018, American 15-year-olds still tended to score below the international average in mathematics skills, and at or slightly above the international average in science skills. Only 20% of college-bound high school students are ready for courses typically required for a STEM major. Other countries are doing a better job preparing their students. And even despite the value and importance of STEM skills in the U.S., not all Americans have equal access to STEM education.
According to The Executive Office of the President of the United States’ National Science and Technology Council’s 2018 report, high-quality STEM opportunities are not available to all learners. Implicit bias is one factor that inhibits the realization of this goal. Disparity in the distribution of human, material, and financial resources across rural, urban, and suburban America also inhibits this goal. An effect is that African Americans women, are underrepresented in STEM fields as compared with their overall participation in the workforce.
American Woman has identified critical areas to address such as STEM education, SAT/ACT support, early career advising, etc. in order to provide all students with equal access to STEM.
STEM in College
According to the National Science Board’s Science and Engineering Indicators 2018, In the past 15 years India and China have outpaced the United States in the number of science and engineering (S&E) bachelor’s degrees conferred. Together, these two countries have produced almost half of the total degrees, with India at 25% and China at 22% of the global total. By comparison, American S&E bachelor’s degrees comprised only 10% of the global total, while the demand from U.S. employers for graduates with STEM degrees continues to grow.
Unfortunately, historical data from the National Science Foundation’s reveals over the past few decades (African) American women earn a higher share of bachelor's degrees in psychology and social sciences than in any other broad S&E field. In the past 20 years, the largest increase in the share of bachelor's degrees black women earn was in psychology, followed by social and biological sciences. Their share of bachelor's degrees has declined in computer sciences, mathematics and statistics, and engineering. STEM degree holders enjoy higher earnings, regardless of whether they work in STEM or non-STEM occupations.
Of the small amount of 2014 Science and engineering bachelor's degrees earned by (African) American women, here is a breakdown of which degrees by field
STEM CAREER (POST COLLEGE)
Despite the value and importance of STEM skills, African Americans and women are significantly underrepresented in STEM fields. Although women make up half the population, they comprise less than 30% of the STEM workforce. Similarly, underrepresented racial and ethnic groups make up 27% of the population but comprise only 11% of the STEM workforce.
In order to prepare our nation’s STEM workforce for the future, it is necessary to have a diverse talent pool of Americans with strong STEM knowledge and skills prepared for the jobs of the future is essential to maintaining the national innovation base that supports key sectors of the economy, including agriculture, energy, healthcare, information and communications technologies, manufacturing, transportation, and defense, along with emerging areas like artificial intelligence and quantum information science
We do not only aim to get (African) American women in STEM fields, but to keep them there. With continued education and training they will always be prepared with the latest research practices. They will continue to bring new knowledge and techniques into the workplace.