STEM(ing) the Tide: A Critical Race Theory Analysis in STEM Education¹

Abstract

At the most basic level of human existence is the need to feel like one belongs. Sense of belonging is correlated with a person's motivation, drive, behavior, and identity. Research suggests institutions of higher education do much to foster students' sense of belonging and create positive learning environments in which faculty use their potential to influence student learning, motivation, and belonging. This paper uses Critical Race Theory (CRT) to examine the problems of student attrition, lack of persistence, and lack of a sense of belonging among marginalized populations undergoing science, technology, engineering, mathematics (STEM) education within U.S. institutions of higher education. Using constructs and tenets of CRT, this paper specifically explores how race and racism in post-secondary STEM education exacerbate the problem while using contextual factors as a guide. Researchers and practitioners alike can use this critical analysis to support current and future work in understanding how educational programs are socially constructed in a way that historically excludes marginalized persons.