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Lack Of Black Women In The STEM Robotics Education Area

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Currently, there is a problem with a lack of black woman in the STEM robotics education area. According to The Washington Post, “Attracting women into STEM fields has proved to be difficult. The report notes, “Women are less likely than men to pursue degrees in STEM, and black and Hispanic students are less likely than white students.” This problem is currently within middle school’s attended predominantly by lower income families. A majority of public school students nationwide are from low-income families, according to an analysis by the Southern Education Foundation. According to the Urban Institute, the number of low-income families “surged to over 50 percent in 2013, after the Great Recession.” Fifty percent is like walking into a middle school class and 13 of the students would be from a low-income family. Currently, middle school kids are attending after school programs like reading club, Beta club, and science …show more content…

Robotics 4 Kids promotes woman in STEM related fields through interactive lessons, productive education, and community enrichment. According to The U.S. News, “Women have been underrepresented in the science and engineering workforce. Woman make up only 21 percent of science and engineering workers.” Robotics 4 Kids promotes woman in STEM related fields through interactive lessons, because we provide Lego kits for children, which is hands-on, experiential, and fun that increase building skills. We also have productive education, because we allow children to get involved in a learning process that excites, energizes, engages, and enriches them to a wide variety of skills and concepts, they will discover a path that will engage them to have a more productive education. To top it off, we are community enrichment, because we branch out to multiple schools and communities and providing a unique academic to energize and excite young

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In addition to higher poverty rates, blacks suffer from concentrated poverty. 50 percent of African American children live in neighborhoods with concentrated poverty, compared to only a little more than a tenth of poor white children who live in similar neighborhoods. Children in neighborhoods with concentrated poverty experience more social and behavioral problems, have lower grades, and are more likely to drop out of high school. Recent studies have suggested that reducing children’s exposure to concentrated poverty can improve their chances of better economic mobility and a brighter future

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Race and gender inequality plays a big role in a student’s education. “How Gender and Race Affect Education Today,” by Kirah T. goes to prove this. To first touch base on the gender inequality, “31 million girls of primary school age do not attend school and 17 million of these girls will probably never attend school.” These numbers are based on a study done by the UNESCO Institute of Statistics. One key things brought up by Kirah T. pertaining to this is that getting into elite colleges is harder for women than for men.

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545 Words | 3 Pages

2015). My claim is to provide an explanation on how poverty affects American students and their education. One out of every 18th person in the U.S. still lives under the poverty line (Bishwa A. 2012). A big reason why many Americans are dropping down to the lower class is due to divorce, and getting laid off, as factories upgrade their competition, and stock prices by relocating jobs overseas. So how does low income affect their children's?

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According to Hodgkinson et al, there are “disparities in poverty rates depending on age, race or ethnicity, family structure, and geographic location. Although the largest number of poor and low income children are white, minority children are disproportionately affected, particularly African American, American Indian, and Hispanic children. In 2013, Hispanic and African American children were ~3 times more likely than white and Asian children to be poor. Children raised by single parents and children raised in the South or West are also more likely to be poor or low income than children residing in the Northeast” (Hodgkinson et al, 2016). Children and youth are a vulnerable population because they have no control over their situation or environment;

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1416 Words | 6 Pages

In the article, “Changing the Face of Poverty” it is stated that “more than [thirty-five] million Americans – one out of every seven – are officially poor. More than one in five American children are poor and the poor are getting poorer.” (George 676) Among racial and ethnic groups, African Americans had the highest poverty rate, followed by Hispanics and whites. According to The State of Working America, 45.8 percent of young black children live in poverty, compared to 14.5 percent of white children.

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1436 Words | 6 Pages

Income inequality and segregation has and will have a dramatic effect on upward social mobility and opportunity equality for kids. More families live in uniformly affluent neighborhoods or in uniformly poor neighborhoods and fewer of them live in mixed or moderate-income neighborhoods. Even when poor and wealthier schoolchildren live in the same school district, they are increasingly likely to attend separate and unequal schools (Curtis, 2017). Lower-income kids need not only talk but also all the help that they can get to break out of the cycle of opportunity inequality that victimizes them in this day and age. Over the past several decades an “opportunity gap” has grown between kids from “have” and “have not” backgrounds.

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We strive to inspire our students towards leadership, innovation, and self-improvement. As a team we believe everyone enters the program as a small flickering spark, but exits a strong flame. As we enter our 7th year, our goals are to encourage coopertition, increase the influence we have in our community, and keep our team a family.

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As a young latina woman looking to major in computer science, I continuously remind myself about the influence I could have on young Latino students and by how changing their views on science, technology, engineering and math, I could fight the problem that minorities are underestimated in STEM fields, Latino students are underestimated because of race, and it 's not because we’re unfit for STEM but because we are unaware of the opportunities we have making us a minority in the workforce. From a young age being a Latina girl never placed me at a disadvantage, however, I wasn 't always met with support at home when I showed interest in science or math because my parents did not have a great understanding of those subjects, being a

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Emely Tobar Professor Mendoza GWS 300 OL December 6, 2014 The Pursuit for Higher Learning STEM stands for Science, Technology, Engineering, and Mathematics. These are very significant careers in the work force; but there is one problem, very little women take part in these careers, let alone Latina women. This is why five Latina women went on a mission to inspire and empower Latinas to pursue, thrive, and advance in Science, Technology, Engineering and Mathematics (STEM) fields. MIT Latina alumnae who had one goal for young women founded this organization; specifically for Latina women to break out of the barrier for careers that society expects them to pursue.

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Unfortunately, over the years, I have noticed a lack of diversity in this career field. Therefore, I am applying my leadership skills to increase the minority levels in STEM careers by developing a student organization at Georgia State University called the National Society of Black Engineers

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347 Words | 2 Pages

In 2010, 27.4% of black families reported yearly earnings of under $21,000 throughout the United States. This comes as a result of high unemployment rates and low-income earnings of 17% of single parent households. In diverse communities, black families earn 10% less than Hispanics families and 20% less than white families making it impossible for them to afford service such as childcare, medical coverage or enroll their children in specialized schools in the community. With limited child care, working parents are unable to work long hours while some quit their current jobs. In addition to this, children attend poorly funded public schools that are overcrowded and taught with outdated learning materials.

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1886 Words | 8 Pages

I believe that the rates of poverty are alarming yet it is an eye-opening realization. Poverty among youth is much greater in underserved communities as opposed to areas that have a higher population of residents. Poverty negatively affects the physical and mental health of children in these communities as well as their overall well-being. Children and families in these communities are also more likely to face undesirable circumstances, such as inadequate housing, homelessness, food insecurity, inadequate child care, lack of access to health care, as well as hazardous neighborhoods. Poverty also affects a child’s educational attainment and puts them at-risk for performing poorly in school, dropping out of school, and/or having developmental delays that affect their school functioning.

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247 Words | 1 Pages

The ETS, Center for Research on Human Capital and Education, states that poverty affects many areas of children’s lives, including

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1023 Words | 5 Pages

Women comprise 48 percent of the United States workforce, but just 24 percent of the Science, Technology, Engineering and Math (STEM) fields. A study by Gaucher found that job advertisements for male-dominated careers tended to use more argentic words (or words denoting agency, such as "leader" and "goal-oriented") associated with male stereotypes. The stereotype threat is one of the important reasons domestic females are underrepresented in STEM field. Because stereotype threats bring females extra stresses, they could lead to negative academic performances for females, especially for those studying mathematics and science. Meg Urry is a professor of physics and astronomy at Yale.

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1307 Words | 6 Pages

Moreover, according to the report presented by the US Department of Commerce, more than 50% of the total jobs in the country is taken by females. However, only 25% of them is in the fields of science, technology, engineering and math (Stem), regardless of the 33% more value in the average salary of other industries (Knight, 2011). Reports also show that on average, men get higher salaries than women. Work expectations among men is also higher as compared to women (Hays & Farhar, 2000, p. 20). The report also indicates that for all those students who have graduated Stem, less women will pursue and advance in jobs in related fields.

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