Y Diversity and Y STEM? By Sayid Achilov
Historically and presently, societal disparities deeply permeate the realm of STEM. Such biases are not abstract concepts but tangible issues that manifest in the tools and technologies birthed from STEM disciplines.
For instance, facial recognition technology has been shown to misidentify people of certain ethnic backgrounds more frequently than others. Predictive policing algorithms, meant to anticipate crimes, have disproportionately targeted communities of color, perpetuating cycles of over-policing and mistrust. These are but a couple of many examples where historical biases and limited perspectives find their way into modern innovations.
The underlying issue? Many of our technological tools and systems mirror the perspectives and biases of their creators. When the field of STEM lacks diversity, the technologies it produces are at risk of inheriting and amplifying existing societal biases.
Diverse insights, questions, and identities not only drive innovation in STEM but also fortify it, making it more community-centric. This diversity presents varied perspectives that make STEM stronger and more inclusive.
STEM is not just an isolated discipline; it is deeply intertwined with our society. It actively contributes to and shapes our understanding of the intricate dance between nature and society. Diversity in STEM - in terms of insights, questions, and identities - not only drives innovation but also ensures the field remains robust, equitable, and free from inherent biases.
Addressing issues like climate change, environmental degradation, or disparities in education and access require a holistic STEM approach. For example, autonomous cars, reliant on vast data for training, can only be as inclusive as the data they are fed and the perspectives behind their algorithms.
Yet, challenges persist. Only 20% of high school graduates are prepared for college-level STEM courses, and fewer than half of U.S. high schools offer computer science classes. This educational gap translates to broader disparities in the labor force.
While many nationwide programs strive to redress this balance, they often cater to students already in privileged positions. An equitable and diverse STEM environment is crucial to tackling our planet's most pressing challenges.
Y4STEM is here to make a difference. The way we make difference is supporting elementary and middle school aged youth in our community with critical STEM skills and knowledges. We are mostly high school students. However, to make our work and efforts sustainable we work with youth in ways that they can participate and carry the work. This is the model I witnessed myself in my own personal experience. When I was in 6th grade I was invited to a longitudinal STEM education research program. I had a priviladge and opportunity to work and learn from other children and youth, and my mentors. Over the years, I became a mentor myself. Around the same time, Omar, a community member who just got a job at a big tech company decided to give children from the community, middle school age kids, who are interested in coding some coding classes. I was so excited that I signed up immediately. We build a small community. Later I realized it was Omar’s way of giving back to the community. These types of experiences were critical in my own growth, both in terms of identity and deveopment of a desire to give back to communities that I have been a part of. Y4STEM was born in those days, and I stand on the shoulders of the people, whose names I and others probably do not even know, who laid foundations before us. I believe the youth we are tutoring, engaging, and supporting today will be the ones who will carry Y4STEM to a next level in the future.
