Chapter 2: Exploring the Relationship of Race and Gender Among Transfer Stem Students

Currently, women and racial/ethnic minorities are the fastest growing segments of our workforce (Kaslow, 2003). Given the changing demographics, there is a critical need to encourage females and students of colors interest in science, technology, engineering, and mathematics (STEM). As 2.7 million new jobs involving STEM fields are expected in the United States by 2018, it is necessary to produce larger numbers of (STEM) trained workers to remain competitive in the global knowledge economy (Hecker, 2005; The Council of State Governments, 2010).

The shift in population demographics accompanied by projected increases in STEM fields is transforming employment opportunities and altering the landscape of the workforce. Studies have shown that women and people of color (i.e., African Americans, Hispanics, Native Americans and Southeast Asian Americans) are immensely underrepresented in STEM education (Brainard & Carlin, 1998; Carlone & Johnson, 2007; Cooper & Weaver, 2003; Hoffman, Starobin, Laanan, & Rivera, 2010; Museus, Palmer, Davis, & Maramba, 2011; Starobin & Laanan, 2008; The Council of State Governments, 2010; Varma, 2009). One means of enhancing the pipeline of individuals pursuing STEM careers, is to encourage women and minorities to enter STEM disciplines.