Identifying Barriers to STEM in Underrepresented Groups
Author(s)
Jones, Anika K.
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Alicea-Munoz, Emily
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Abstract
The persistent underrepresentation of minority groups, women, and individuals from disadvantaged socio-economic backgrounds in STEM fields, particularly physics, remains a significant challenge. This thesis aims to delve into the multifaceted barriers that perpetuate this issue, ranging from societal stereotypes and environmental factors to the pervasive imposter syndrome.
Through the lens of Critical Race Theory (CRT), which posits that the overlap of race and property rights can illuminate social biases, this research seeks to identify and analyze the systemic inequities within educational institutions that hinder the participation of underrepresented groups in physics and other STEM disciplines. Additionally, other contributing factors, such as the lack of qualified physics educators in high schools, further dissuade individuals from pursuing degrees in this field.
Utilizing a combination of qualitative methods including literature reviews and interviews with undergraduate physics majors at Georgia Tech and K-12 educators from Gwinnett County, this study aims to uncover the root causes of the lack of diversity in STEM fields. The narratives provided by the participants offer valuable insights into the challenges and obstacles faced by individuals aspiring to enter these fields and successes that could aid in viable solutions.
By shedding light on these barriers and their systemic origins, this thesis hopes to contribute to the ongoing discourse on promoting diversity and equity in STEM education. It underscores the importance of addressing these issues at various levels, from policy-making to institutional practices, to foster a more inclusive and equitable environment for all individuals interested in pursuing careers in STEM.
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Undergraduate Research Option Thesis