The STEM Education Equity Paradox
The STEM Education Equity Paradox CW: racism Pressure to compete with Russia after the launch of Sputnik was a driving force in the United States’ interest in science and technology education. Through competing in the Cold War, the US began associating national prosperity and economic dominance with science and technology (Gonzalez & Kuenzi, 2012). Since the 1950s, pushes for increases in science, technology, and mathematics education for all American students have been justified by policy makers who believe that “widespread STEM literacy, as well as specific STEM expertise, to be critical human capital competencies for a 21st century economy” (Gonzalez & Kuenzi, 2012, p. 196). Despite this, access to quality STEM education, and subsequently the ability to participate in STEM jobs, has not been distributed equally, as systemic racism and classism have prevented marginalized people from accessing these opportunities. Corporations in a market-driven society ca...