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Policies to increase and maintain participation of young women of color in engineering and computing Audience: These policies should be implemented collaboratively by educational institutions, government bodies, non-profit organizations, and industry partners to create a comprehensive and sustainable impact on the research environment for young women of color in STEM. Introduction: In recent decades, women have made progress toward gender equity in the USA, but women of color still face significant underrepresentation in STEM fields, particularly in engineering and computing (Adams 2014). Societal attitudes, educational policies, and institutional practices contribute to this ongoing problem (Allen 2016). The issue spans educational institutions, industry practices, and societal norms, with challenges in unequal opportunities, negative discourses, and identity development intersecting with external exclusions (Bang 2010). The overarching goal is to foster sustained interest and identities among young women of color in STEM, creating an inclusive research environment (Medin 2010). This underrepresentation demands a comprehensive approach rooted in sociocultural practice theory (Archer 2012). Addressing challenges related to institutional practices, normative discourses, identities, interactional dynamics, and external exclusions is crucial for paving the way to an equitable STEM environment. The essay will delve into specific policy suggestions, detailing comprehensive college guidance, financial aid advocacy, diversity-focused outreach, and more unique funding opportunities for young women of color. Comprehensive College Guidance: Educational institutions, encompassing both middle and high schools, serve as the bedrock of academic and personal development for students (Adams 2014). They wield substantial influence over the trajectory of students' educational journeys and, by extension, their future career paths. Recognizing the pivotal role of these institutions, it is
imperative to emphasize the need for inclusive curricula and comprehensive guidance programs that promote diversity and inclusivity (Allen 2016). In the context of addressing the underrepresentation of young women of color in STEM, one impactful policy initiative involves the implementation of a structured college guidance program within high schools (Bang 2010). This program should specifically target underrepresented groups, providing them with detailed information on various aspects of the college application process (Medin 2010). The structured college guidance program should go beyond merely disseminating information about colleges and universities. It should encompass a holistic approach that addresses the unique challenges faced by underrepresented groups, including young women of color pursuing STEM fields (Archer 2012). This approach involves offering comprehensive information on college costs, scholarship opportunities, and application processes. Firstly, by providing detailed information on college costs, the program equips students with a realistic understanding of the financial aspects of pursuing higher education. This includes tuition fees, living expenses, and potential additional costs related to specific STEM programs. Access to this information is crucial for students and their families to make informed decisions about their educational paths. Secondly, the program should highlight scholarship opportunities available to Black women. Many talented individuals often face financial barriers that hinder their pursuit of higher education. By actively promoting and assisting students in applying for scholarships, the guidance program can help alleviate financial constraints and ensure that talented young women of color have the opportunity to explore STEM fields without undue financial burdens. The program should offer in-depth insights into the college application process. This includes guidance on choosing appropriate STEM programs, navigating the application timeline, and preparing for standardized tests. By demystifying the application process, the program empowers students to approach
is crucial (Adams 2014). Collaborating with educational institutions and industry partners becomes instrumental in bridging the gap (Allen 2016). Industry partners and generous donors can significantly contribute to this effort by providing valuable resources, establishing mentorship programs, and offering internship opportunities (Bang 2010). This collaboration not only enhances the practical aspects of STEM education but also exposes students to the professional world, aligning academic knowledge with real-world challenges (Medin 2010). Moreover, establishing partnerships between STEM institutions and community organizations is a key aspect of this policy (Archer 2012). These partnerships aim to create outreach programs that engage families in discussions about the benefits and opportunities available in STEM fields. By involving the broader community, this policy recognizes the collective responsibility in shaping the STEM narrative. Families play a crucial role in influencing students' educational choices, and by fostering discussions about the value and possibilities within STEM, the policy seeks to encourage a supportive environment for aspiring young women of color. Programs like Digital Youth Divas, which create alternative narratives, have proven successful in engaging young women in computing through culturally specific stories and online platforms. Every Saturday, the free program gathers over 60 "divas" who engage in socializing, learning, and collaborative projects involving coding and 3-D design (Archer 2012). By expanding such initiatives, the policy aims to counteract prevailing stereotypes and biases that may discourage young women of color from pursuing STEM fields. It recognizes that positive narratives are powerful tools in reshaping perceptions and promoting inclusivity within the community (Adams 2014). No more SATs: Numerous colleges require applicants to include the Scholastic Aptitude Test (SAT) in their application process (Yeager 2016). Despite its original design as a standardized
test to assess quantitative reasoning and critical thinking as a limited measure of an applicant's potential success, research indicates a weak correlation between SAT scores and college performance (Yeager 2016). Notably, there is evidence of bias against Black women and other underrepresented groups (Yeager 2016). Moreover, individuals from lower economic backgrounds may face scoring disadvantages due to restricted access to preparation classes and private tutors (Yeager 2016).In light of these disparities, questions arise about the validity of the SAT as a predictor of college success. It is essential for university administrators to reconsider the requirement for the SAT (Yeager 2016). Prioritizing a thorough evaluation of applicants' prior academic and research experiences would provide a more equitable assessment of their potential for success, helping to mitigate the biases associated with standardized testing. Conclusion: Addressing the underrepresentation of young women of color in engineering and computing requires a collaborative effort from educational institutions, government bodies, non-profit organizations, and industry partners. Proposed policies, including comprehensive college guidance, financial aid advocacy, and diversity-focused outreach, aim to create a sustainable impact on STEM research. Some obstacles that could be encountered while attempting to implement these policies could be less funding for private scholarships and limited spots for Outreach programs for Black women interested in engineering and computing. Diversity in STEM outreach highlights community engagement initiatives and partnerships, providing resources, mentorship programs, and internship opportunities. Implementing these policies can lead to fostering sustained interest and identities among young women of color in STEM, ultimately creating a landscape where diversity is celebrated, stereotypes are actively countered, and barriers are overcome for success in higher education.
