Maryland college program aims to diversify STEM workforce by recruiting minorities
COLLEGE PARK, Md. (7News) — As America builds back its economy from the COVID-19 pandemic, careers in STEM are becoming more lucrative and attractive.
Many colleges are making it a point to recruit and retain minorities in these fields of science and engineering.
The work of the University of Maryland’s Center for Minorities in Science and Engineering Maryland Today | Celebrating 40 Years of ‘Heart’ Work is vital -- The goal is to increase the number of Black, Latinx and American Indian students in engineering and to stop the revolving door of those students enrolling, but leaving with a degree in a different field.
According to the National Center for Science and Engineering Statistics of the National Science Foundation, the number of science and engineering degrees awarded to minority students has increased over the past decade. Historically Black Colleges and Universities (HBCUs) play a critical role, graduating about a quarter of students with STEM degrees. Minority women earned more than half the STEM degrees in their respective races.
7News Anchor Adrianna Hopkins spoke to Marissa Massey, the CMSE Coordinator for Outreach and Recruitment and Excel Alale, CMSE’s Peer Mentor for Transfer and Connections about CMSE. And they both say the key to success for minorities is to find community.
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Read their full conversation below:
Adrianna: What is holding minority students back from graduating with STEM degrees?
Marissa Massey: A lot of that has to do with a lack of preparedness in some cases. Math and science courses can be challenging and having that support early on will help students be successful as they move through high school and college. Also once they get here, also having a community that supports them and knowing about the resources available to them.
Adrianna: What do you tell students when they second guess their STEM major?
Marissa: A lot has to do with classes, and whether they feel engineering is for them. We take a step back and analyze the challenges, and get them support so they don’t change their major.
Adrianna: Have you seen the success you want to see in terms of making sure students stick with it?
Marissa: Yes. Although there are some challenges, we’ve been able to help prepare students and support them. Last year we had about 75 to 100 students graduate that were underrepresented in STEM. So it’s good we’re continuing that work and make a bigger impact.
Adrianna: What are you hearing from your peers and colleagues?
Excel: When I started in computer engineering, one thing I felt was imposter syndrome. That’s one thing. Also, many of us don’t know about tutoring or study groups. I always thought I had to do it myself. I couldn’t ask the teaching assistant or professor because it felt like cheating.
Adrianna: When you’re in classes, do you see many minority students?
Excel: I did attend one of the classes that has about 200+ students. It was one of the introductory classes. The majority was definitely White. I saw a few faces that looked like mine. A few other minorities in the class. I couldn’t connect with many of students I sat next to. One of the biggest advantages of CMSE is the events and workshops. I saw people who looked like me. We began to form study groups, connect with each other, do homework together. That really helped me to find the minorities in the class that I could connect with and I could relate to.
Marissa: CMSE has this office and space to make sure students know they have resources and support. It’s not a special opportunity, it just shows them there are people that care and people that know they are capable in becoming successful in STEM specifically in engineering.
Excel: CMSE also assisted a lot with finance so I could fund my education. It provided a salary, so I can focus on my academics rather than focusing on a job off-campus. The biggest impact that the Center has, has been in the community as well as the development in terms of leadership and the workshops they’ve had.
