From Gaming to Groundbreaking: Virtual Reality Meets STEM

Written by: Reagan Flowers, Ph.D.

Hispanic Representation in STEM: Progress and Persistent Challenges

Despite making up 19% of the U.S. population as of 2023, Hispanics remain significantly underrepresented in science, technology, engineering, and math (STEM) careers. A recent study delves into Hispanic Americans’ perspectives, examining the schooling experiences—both positive and negative—of college-educated Hispanic STEM professionals and highlighting the ongoing barriers they face.

Bridging the Gap Between Progress and Continued Barriers

While the demand for STEM talent grows, and STEM careers often offer higher wages than non-STEM roles, Hispanic Americans account for only 8% of the STEM workforce. Why do these disparities persist even as the number of Hispanic college students rises?

Survey respondents emphasized representation as a key factor in attracting more Hispanic individuals to STEM. The data underscores this need:

• 80% of Hispanic adults believe young Hispanic people would be more inclined to pursue STEM degrees if they saw more Hispanic achievers in these fields.
• 75% think that higher Hispanic student representation in STEM programs at universities would encourage Hispanic students to follow similar paths.
• 69% believe having a Hispanic high school STEM teacher would make a significant impact.

These views are even more prevalent among college-educated Hispanic adults, particularly those who are first-generation college attendees.

Positive Classroom Experiences Among Hispanic STEM Workers

While college entry presents a substantial hurdle for many Hispanic students, once enrolled, they often report positive experiences in STEM. Nearly 87% of college-educated Hispanic STEM professionals recalled at least one of the following supportive interactions during their education:

• Someone helped them see the career applicability of STEM skills.
• Someone made them feel confident about their abilities in STEM subjects.
• Someone encouraged them to continue taking STEM classes.

However, negative schooling experiences remain a deterrent for some students. While smaller in proportion, about 43% of Hispanic STEM workers report facing at least one negative experience, such as:

• Being treated as though they couldn’t understand STEM subjects.
• Feeling a lack of belonging in STEM classes.
• Experiencing negative comments or slights about their race or ethnicity.

Hispanic (43%) and Black (45%) college-educated STEM professionals report these challenges more frequently than their White counterparts (30%), highlighting disparities in the educational experience across racial and ethnic groups.

Why do disparities continue to exist even though demand for STEM workers is on the rise and those with STEM careers have higher median wages than non-STEM workers? Also, the number of Hispanic students who are enrolled in college has increased, so why do Hispanics make up only 8% of all STEM workers?

Respondents to the survey focused heavily on representation and how that could turn the tide. The numbers overwhelmingly support this. Specifically, some of the highlights include:

• 80% of Hispanic adults say that young Hispanic people would be more likely to pursue a STEM degree if they saw more examples of Hispanic high achievers in STEM. 
• 75% say that more Hispanic student representation in STEM degree programs at the typical university would make young Hispanic people more likely to pursue these degrees.
• 69% say that having a Hispanic high school STEM teacher would help.

Hispanic adults with a college education are more likely than those without a four-year degree to see all three of these models as helpful. This view is especially predominant among first-generation college attendees.

Supporting Hispanic Students for STEM Success: The Role of Educators and Families

To foster inclusive environments for Hispanic and other underrepresented students in STEM, schools, and families can take several steps:

1. Support Diverse and Inclusive Educator Environments: Hispanic students benefit when they see teachers who reflect their background. Schools should prioritize creating welcoming environments that recruit and retain Hispanic STEM teachers.
2. Create Opportunities for Representation: Schools can facilitate exposure to Hispanic STEM professionals through career days, mentorship programs, and shadowing opportunities. Family engagement in these activities can further reinforce a student’s interest in STEM.
3. Foster Belief in Every Student’s Potential: It is essential to ensure that every student is treated as capable of success in STEM. When students feel supported and valued in their learning environments, they strengthen their confidence and aspirations to pursue careers in STEM.

By addressing these educational and representation gaps, we can facilitate greater Hispanic involvement in STEM, enriching the workforce and society as a whole.