Science and gender equality are both vital for the achievement of the internationally agreed development goals: despite a lot of effort in inspiring and engaging women and girls in science, they continue to be excluded from participating fully in it, according to the United Nations page of the International Day of Women and Girls in Science. This is why research in science education is fundamental to address inequalities at all levels in science, technology and innovation.
On December 1, 2016, my sister Taylore and I had the honor of attending the 3rd Annual MIE (Minorities in Energy Forum as STEM Ambassadors and Cyberjournalists representing my local HUD STEM Innovation Network in Hampton and the Global NetGeneration of Youth Community founded by Dr. Ronnie Lowenstein.
It’s true that the science, technology, engineering, and math (STEM) fields have historically been more populated with men compared to women—but that’s changing. Schools and businesses are increasingly encouraging women to enter these fields. And those who do find professional and personal rewards that can be difficult to achieve in other industries.
For writer and illustrator Rachel Ignotofsky, the idea to profile 50 pioneering female scientists in her recent book, “Women in Science,” was spurred by conversations with educator friends. As they talked about the gender gap in science, technology, engineering and math fields, Ignotofsky realized women aren’t just underrepresented in STEM, itself -- the stories about their contributions don't get much play, either.
The National Center for Science and Engineering Statistics (NCSES) today announced the release of the 2017 Women, Minorities, and Persons with Disabilities in Science and Engineering (WMPD) report, the federal government's most comprehensive look at the participation of these three demographic groups in science and engineering education and employment.
Women account for more than half the U.S. population, but only 30 percent of those employed as scientists and engineers in the country. Researchers are investigating several possible factors that contribute to this disparity -- including the societal stereotype that associates intellectual talent more closely with men than women, according to a new study.
Universities across the U.S. have developed programs to attract women and under-represented minorities to the STEM disciplines. So why aren’t such efforts translating into more of these students majoring in science, technology, engineering and math and continuing on to a career in research or academia? At Wake Forest University, students, faculty and administrators are tackling that question through formal research, departmental evaluations and innovative outreach.
On Friday January 13, 2017, as ASTRA's Futurist, I traveled to NASA Headquarters in Washington, D.C. to join Shades of Blue Founder and CEO, Captain Willie Daniels, and a Shades of Blue Chapter Board Member from DCMD, Mr. Marvin Richardson, to honor the STEM Education Legacy of the 12th NASA Administrator and former Astronaut (ret), Major-General Charles F. Bolden, with A Shades of Blue Community Outreach Award and a Shades of Blue Astronaut Reunion Commemorative Patch. It was a wonderful gathering of leaders who each possesses a deep commitment to cultivating America’s Innovation Capacity on Earth and in Space.
Last year, Black Enterprise interviewed Ayanna Howard, Ph.D., an award-winning robotics scientist. Howard has worked with NASA’s Jet Propulsion Lab, where she led various robotics projects. She is also a Motorola Foundation Professor in the School of Electrical and Computer Engineering at Georgia Tech’s Institute for Robotics and Intelligent Machines.
The inspiring NASA movie Hidden Figures is resonating with moviegoers, especially black women who have encountered similar obstacles in engineering and the sciences. It tells the true story of three black women whose exceptional math skills played an integral role in the space race during the Jim Crow era of the 1960s.