By Quay Dorsey and Valentin Pedroza
In this blog, you will learn how educational institutions leverage systems change in STEM (Science Technology Engineering Mathematics) programs by using comprehensive strategies and shared measures to create a foundation for equity and inclusivity in STEM.
For far too long, systemic barriers have limited access to STEM education and career pathways for traditionally underrepresented populations. This has resulted in a lopsided STEM workforce. For example, women make up nearly 50 percent of the U.S. workforce but represent only about 28 percent of the STEM workforce. For people of color, the gap persists—Black workers account for 9 percent of the total U.S. workforce but only 5 percent in STEM, while Hispanic workers represent 17 percent of the workforce but just 8 percent in STEM fields. These gaps in representation not only highlight issues of fairness and social justice but also limit the diversity of thought crucial for breakthroughs in science and technology.
Defining Systems Change in the Context of STEM
Systems change is about reshaping the complex web of factors—policies, practices, resources, relationships, and power dynamics—that perpetuate disparities in STEM fields. It’s a strategic approach to foster long-lasting equity and ensure that STEM opportunities are accessible, inviting, and supportive for everyone, especially those who have been historically marginalized.
The National Science Foundation’s (NSF) Eddie Bernice Johnson INCLUDES initiative outlines a strategy to increase STEM equity, and WestEd’s partnership helps to make systemwide change a reality. The work encompasses
- assembling a vibrant network of partners from various sectors committed to STEM diversity and equity;
- developing a suite of shared measures that provide a nuanced understanding of progress across multiple dimensions of STEM inclusivity; and
- harnessing the power of collaboration to amplify and replicate successful equity-driven interventions, effectively promoting systemic reform.
The NSF INCLUDES initiative has illuminated the diverse equity-focused efforts taking place across alliances. For example, some alliances are dedicated to supporting Indigenous students’’ access to STEM, while others concentrate on Latina/o/x inclusivity or the broadening of STEM education to be more universally accessible. These insights have led to the identification of metrics that resonate with the missions of various programs, focusing on enrollment, major selection, graduation, employment, and active participation in STEM initiatives.
WestEd also supports other systems change projects, each in their own unique way rewriting the narrative for groups who are underrepresented in STEM. WestEd serves as a thought partner and evaluator for these projects, offering expert guidance on systems change strategies and conducting rigorous evaluations to ensure their efforts effectively advance equity in STEM education. By targeting different components of systems change—such as policy, practice, resource allocation, and relationships—Creating Access to STEM for All (CASA), Advancing Research and Career Opportunities (ARCOS), and Bioscope projects are forging a path toward a more equitable and inclusive STEM future.
Northeastern Illinois University’s CASA and ARCOS and MiraCosta College’s Bioscope project are examples of systems change in action, aimed at enhancing STEM equity. CASA’s cohort-based approach and culturally responsive curriculum empower Hispanic/Latina/o/x and students from low-income backgrounds, while ARCOS strengthens pathways between 2-year and 4-year institutions, offering critical internship experiences. Bioscope pioneers project-based learning in biomanufacturing, ensuring that students from diverse backgrounds receive practical, industry-aligned education. Collectively, these initiatives demonstrate how targeted changes in policy, practice, and partnerships can dismantle barriers and cultivate an inclusive environment where all students can thrive in STEM.
To bring these principles of systems change to your STEM programs, consider the following actions:
- Evaluate your organization’s policies and practices to identify areas where change is needed to support equity.
- Collaborate with a network of diverse partners to share resources, knowledge, and strategies.
- Use shared measures to track progress, inform decision-making, and demonstrate impact.
- Commit to continuous learning and improvement based on data and feedback.
- Find funding that supports innovative, inclusive initiatives.
The team at WestEd’s Center for Economic Mobility is equipped to support educators, policymakers, and community leaders in implementing systems change for a more equitable STEM future. If you are looking to apply these approaches to your initiatives or seeking support in advancing equity within your organization, we encourage you to reach out through our Center for Economic Mobility. By working together, we can continue to build on this momentum and create a lasting impact, ensuring that STEM opportunities are accessible and equitable for all.
Below is a list of funding sources you can leverage to support minoritized students in STEM:
U.S. Department of Education Title III Hispanic-Serving Institutions – Science, Technology, Engineering, or Mathematics and Articulation Programs is aimed at increasing the number of Hispanic and other students from low-income backgrounds attaining degrees in STEM fields and at developing model transfer and articulation agreements between 2-year and 4-year institutions in such fields.
U.S. Department of Education Developing Hispanic-Serving Institutions (HSIs) Program – Title V is aimed at assisting HSIs in expanding educational opportunities for, and improving the levels of attainment of, Hispanic students. These grants also enable HSIs to expand and enhance their academic offerings, program quality, and institutional stability.
NSF INCLUDES: This is a comprehensive initiative aimed at broadening participation in STEM education and careers by developing a network of diverse STEM talent.
NSF Advanced Technological Education: This supports partnerships between 2-year institutions of higher education, other academic institutions, industry, and other entities to improve the education of technicians in science and engineering.
Quay Dorsey is a Senior Program Manager at WestEd’s Center for Economic Mobility. He specializes in equitable data collection, evaluation, and initiatives that close equity gaps for students of color and low-income backgrounds. As a member of the executive team for the NSF Eddie Bernice Johnson INCLUDES Coordination Hub, Quay leads efforts to create and analyze shared measures around systems change and broadening participation in STEM. With a decade of experience in Washington, DC, public schools, he remains committed to promoting sustainable, transformative change in education.
Valentin Pedroza is a Senior Research Associate at WestEd. He has dedicated 18 years to enhancing educational equity through research and evaluation. His expertise in designing and executing evaluation projects informs culturally responsive strategies that support underrepresented groups.
