Diversity in STEM Review: let's talk solutions

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STEM represents a set of disciplines critical for innovation and progress in many areas of our society. STEM fields contribute to solving complex problems, improving our quality of life, and driving economic growth. Additionally, STEM education and training help individuals develop critical thinking, problem-solving, and analytical skills that are essential in today's job market.
The advancement of technology and the increased reliance on digital systems and networks have led to a growing need for skilled professionals in technology, cybersecurity and related areas within my industry. With the rapid pace of technological change and increasing complexity of global challenges, this poses newer challenges of digital inequity, mostly impacting minority groups and the need for STEM professionals has never been more important.
We know there have been many remarkable accomplishments in STEM fields throughout history, breakthroughs in medicine, engineering, including the development of digital technologies, such as the internet, smartphones, and social media, which have transformed the way we communicate, work, and access information. These technologies have connected people across the globe, revolutionised industries and facilitated the sharing of knowledge and ideas. I have personally witnessed people in South Asian countries and remote areas who were once unable to feed their families, gain employment and provide for their family as a result of technological advancements and internet access connecting and offering them to global opportunities.
However, these developments have come with their own sets of challenges, drawbacks and its impacts on marginalised communities.
• Privacy Concerns: The widespread use of digital technologies has raised concerns about privacy. Personal data, such as location information, search history, and social media activity, can be collected and used for targeted advertising or other purposes without individuals' knowledge or consent. It can have a disproportionate impact on marginalised communities. For example, individuals who have experienced discrimination or harassment may be hesitant to use digital technologies that collect personal data, for fear of that information being used against them.
• Cybersecurity Threats: The increasing reliance on digital technologies has made individuals and organisations vulnerable to cyber attacks, such as malware, phishing, and hacking. These attacks can result in data breaches, financial loss, and other negative consequences. Furthermore, marginalised communities may have fewer resources to invest in cybersecurity measures, leaving them more vulnerable to cyber attacks and other forms of digital exploitation.
• Social Isolation: The rise of digital technologies has led to concerns about social isolation and the breakdown of face-to-face communication. While digital technologies can connect people across the globe, they can also lead to a lack of meaningful in-person interactions and in particular with people from different backgrounds. This can reinforce existing biases and stereotypes and limit opportunities for cross-cultural understanding and collaboration.
• Disinformation and fake news: The spread of disinformation and fake news through social media and other digital channels has also become a major concern in recent years. These issues can lead to confusion and mistrust, and have real-world consequences, as we’ve seen in political elections or public health crises in recent years. Marginalised communities may be more likely to be targeted with false or misleading information and this can exacerbate existing social and political tensions, contributing to further spread of misinformation.
Diversity & Inclusion is important in STEM as the drawbacks of digital technology achievements can disproportionately impact marginalised communities. Diverse perspectives and experiences allow for a broader range of ideas to be represented, leading to more innovation, better problem-solving and products that are more inclusive and accessible to a broader range of people. Bringing together people with different backgrounds in STEM can help to mitigate negative impacts, identify and address privacy concerns and cybersecurity threats that may affect different communities in different ways. Similarly, in scientific research, diversity can lead to the discovery of new perspectives and solutions to complex problems.
Moreover, STEM skills are essential for addressing ethical and social issues. STEM professionals can develop technologies that respect individuals' privacy and civil liberties, or they can work to prevent biases in machine learning algorithms and artificial intelligence systems. It is essential to create a more equitable and inclusive STEM field as diverse representation helps to ensure everyone has an opportunity to participate in the benefits of scientific and technological advances. It helps break down barriers and create opportunities for underrepresented groups, such as women and minorities, who historically have been underrepresented in STEM fields.
Overall, promoting diversity & inclusion is crucial to the success of STEM fields, not only for its potential to drive innovation and problem-solving but also for creating a more equitable and inclusive society.

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Looking back on the early years of my schooling and my career, access to mentorship, educator, industry support and engagement would have guided me to develop a clear career plan and excel in my field very early on. It took me many years of trial and error to land on my feet, pick a career lane and develop my current skillsets, whilst I watched my peers get ahead. As a child of immigrants, it was difficult to access STEM resources and support from my parents who do not speak English fluently. I also didn’t have the same cultural capital as my peers, such as knowledge of how to navigate the educational system or familiarity with professional networks. This made it more difficult to access mentorship and support in STEM. This lack of cultural capital even created a sense of imposter syndrome or self-doubt some days and a feeling of not belonging in STEM fields. Furthermore, family obligations meant I was limited to pursue STEM opportunities or focus solely on studying, as I was working to support my family from the age of 14. Having access to a mentor in my early years could have provided the guidance and support to navigate the challenges of pursuing a STEM career, build my confidence, expand professional networks, and foster a sense of belonging.
Most organisations I have worked for have not properly addressed the lack of diversity and inclusion. As a result, a professional and personal decision I made earlier on in my career was to contract rather than find stability in a full-time permanent position to fast track my promotions, which otherwise I would have been passed over for. This gave me a unique perspective by working with several organisations over the years and seeing how they all have the same issue; failure to recruit and retain individuals from diverse backgrounds, leading to a lack of representation within their workforce. This creates a culture of homogeneity, where individuals from underrepresented groups feel excluded or undervalued. Some of these organisations did not provide sufficient support and resources such as mentorship programs, networking opportunities, or funding for professional development.
On some occasions, I’ve been part of an organisation’s token hire to give the illusion of diversity but without actually addressing the systemic issues that contribute to their underrepresentation. And even more recently, I worked at an organisation where there was not a single person of colour appointed in middle to upper management, instead made up of majority white males making critical decisions within the organisation from a single-lens point of view. At this organisation, I witnessed rigid processes, lack of collaboration and innovation, high turnover and low retention to name a few of these challenges. And even where I did manage to grab a seat at the table, I was not given the necessary support and resources to succeed and advance within the organisation to lead and make meaningful change. These organisations failed to hold themselves accountable for diversity and inclusion goals, representation targets or reducing bias in hiring and promotion and experienced high turnover of staff due to these practices.
The few organisations that prioritised and practiced diversity, equity and inclusion, were usually non-for-profit, select corporations, local & state government where they created a more inclusive and welcoming work environment that attracted and retained top talent from a wide range of backgrounds. Employee engagement, morale and productivity was high as well as improved decision-making and problem-solving capabilities. Even as a contractor, I was welcomed and embedded into the company’s team to access mentors, benefits and invited to events and regular team lunches. I felt included, set up for success and able to showcase my best skills, all the while learning from others and developing a broader set of skills and competencies to put to use at the current role as well as future opportunities. This led to increased profitability and competitiveness for the organisation in the marketplace, some projects even winning industry awards.
I was also able to access few mentors along the way at these organisations practising DEI, who offered a sounding board and advise to discuss issues, concerns and challenges. I have since learnt industry best practice, trade skills, how to expand my professional network and connect with others in the industry and even go on to be an industry-leader myself. Finally, I learnt from a mentor how to research salary information, prepare for negotiations, and make a persuasive case for a salary increase. I now know to market myself at the same level as my peers and found a level of financial stability to provide for my family.

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The "typical STEM worker” is often perceived as a white, male, middle or upper-class individual who has pursued higher education in a technical field such as engineering or computer science. This perception is a result of historical and cultural biases that have led to the underrepresentation of women and people of colour in STEM fields. Whilst, the "typical STEM organisation” is often perceived as a large, multinational corporation, or a cutting-edge tech startup, that develops and produces innovative products or services using advanced technology. These organisations are often associated with Silicon Valley or other tech hubs and are assumed to have a culture of innovation and disruption.
These typical STEM workers are often seen as analytical, logical, and detail-oriented, with strong problem-solving and technical skills. Whilst the leadership within these organisations are often assumed to be dominated by white males, with a hierarchical management structure. Their educational background is often assumed to include a bachelor's or advanced degree in a STEM field from a prestigious university. They may have also participated in extracurricular activities such as coding clubs or robotics teams.
However, it's important to note that this perception does not accurately reflect the diversity of individuals who work in STEM fields. STEM workers come from a variety of backgrounds and experiences, and there is no one "typical" profile that can be applied to all STEM workers. It's essential to recognise and value the contributions of all individuals who work in STEM, regardless of their background or appearance.
So as a result, the STEM fields have been dominated by white men from privileged backgrounds and has resulted in a lack of diversity and inclusion in STEM education, programs, and the workforce. The power and control over these areas have been concentrated in the hands of a few individuals and groups made up of the same gender and racial backgrounds, including:
• Policymakers: Politicians and policymakers who have significant control over the funding and policies that shape STEM education and workforce development determining which programs receive funding and set policies that dictate the types of skills and qualifications needed for STEM jobs.
• Educators: Teachers and professors who have control over the curriculum and teaching methods used to teach STEM subjects in schools and universities determining which topics are covered in STEM classes and how they are taught.
• Researchers: Scientists and researchers who have significant control over the direction of STEM research and the development of new technologies and innovations. They often set research agendas and decide which projects receive funding.
• Industry leaders: Business leaders who have control over the types of STEM jobs that are available, and the skills and qualifications required for those jobs. They determine which types of skills are in demand and which jobs offer the most opportunities for advancement.
• Community organisations: Non-profit organisations, advocacy groups, and community organisations who play a critical role in advocating for the needs and interests of underrepresented groups in STEM. They often provide resources and support to individuals and communities that have been historically excluded from STEM education and careers.
Shifting these culture of power and control in STEM will require a collective effort from individuals, organisations, and society as a whole:
• Promote diversity and inclusion: It is essential to create a more diverse and inclusive STEM community by increasing representation of underrepresented groups in STEM education, programs, and the workforce. This includes actively recruiting and retaining individuals from diverse backgrounds, supporting their development and advancement, and creating inclusive and supportive environments.
• Address unconscious bias: We need to recognise and address the unconscious biases that perpetuate the current culture of power and control in STEM. This includes providing training and education to increase awareness of these biases and their impact on decision-making, as well as implementing policies and practices that mitigate their effects.
• Support mentorship and networking: Providing mentorship and networking opportunities to individuals from underrepresented groups can help to build connections and support systems that can help them navigate the challenges of entering and advancing in STEM fields.
• Advocate for policy changes: Policymakers and leaders in the STEM community can advocate for policy changes that promote diversity, equity, and inclusion in STEM education, programs, and the workforce. This can include increasing funding for STEM education and workforce development programs that target underrepresented groups, as well as implementing policies that promote diversity and inclusion in STEM organisations and workplaces.
• Promote STEM education: Increasing access to quality STEM education for all individuals, regardless of their background or socioeconomic status, can help to create a more diverse and inclusive STEM community. This includes promoting STEM education in schools, providing resources and support for STEM education and programming in under-resourced communities, and increasing access to STEM education and training programs for adult learners.
If we don't solve the challenge of creating a more diverse and inclusive STEM community, we risk missing out on the immense talent and potential of individuals from underrepresented groups. This can limit the progress and innovation in STEM fields, as well as perpetuate inequalities in access to STEM education and careers. Furthermore, the lack of diversity and inclusion in STEM can perpetuate harmful stereotypes and biases, leading to systemic discrimination and exclusion. This can have a damaging effect on individuals and society as a whole, as well as limit the potential benefits of STEM for addressing global challenges such as climate change and public health.
The most pressing need in addressing diversity and inclusion in STEM is to create systemic change in education, industry, and society. This includes creating equitable opportunities for individuals from underrepresented groups to access STEM education and careers, as well as addressing the systemic barriers and biases that can prevent them from succeeding and advancing in these fields. Additionally, it is important to create a culture of inclusion and belonging in STEM, where individuals from diverse backgrounds feel valued, empowered and supported in their work. This can involve fostering mentorship and networking opportunities, as well as promoting diverse representation and perspectives in STEM leadership and decision-making roles.
A review can help by identifying and assessing the current state of diversity and inclusion in STEM, including the barriers and biases that may be preventing individuals from underrepresented groups from succeeding and advancing in these fields. The review can also provide recommendations and best practices for creating a more inclusive and equitable STEM community, including strategies for improving diversity in recruitment, retention, and advancement, and for promoting inclusive practices and culture. Additionally, the review can help to raise awareness of the importance of diversity and inclusion in STEM, and to identify areas where further research and action are needed.

N/A – have not been involved in any programs aimed at improving diversity