Back to the Future predicted that by now, we would be driving (flying?) flying cars, playing controller-less video games, and riding hoverboards that actually hover. While we haven’t quite reached that level of innovation, technology is still a leading force in our world. STEM-driven jobs are in high demand and the supply of graduating students is unable to keep up with the demand.
Our schools continue to refuse to prioritize STEM and continue to keep it like a “hidden secret” that only those who can find it can learn. My own school is a good example of this. The school provides engineering classes for those who wish to take them, but these classes are not publicized and most of the school’s population does not know these classes exist. This is a huge deficiency in our schools. And this is with a class that already exists.
But why aren’t there more classes for aspiring data scientists and computer experts, for those who excel in mathematics, and for those who have already finished the basics? It’s not just the class offerings that are lacking; there is also a severe lack of empowerment for minorities who may feel they don’t belong in advanced courses. This bias is present not just in STEM courses, but in all areas of education. Underrepresented students often don’t believe they belong in upper-level courses, even if they have a passion for the subject.
The problem is even more pronounced in elementary and middle schools, especially for girls. Students are often not exposed to technology in a meaningful way, with their only exposure being to outdated computers in a computer lab where they learn to recite the QWERTY keyboard. This lack of exposure to STEM education in the early years can severely limit students’ opportunities later in life.
The solution to this problem involves more than just rethinking enrollment criteria. We need to provide widespread and deep STEM education, not just in specialized STEM schools but in all schools. We need to empower all students, regardless of their race or gender, to pursue advanced courses and to believe that they belong in those courses.
Did you know?
Two in 5 Black and Latino students say they want to go to college and have a passion for science, technology, engineering, and math (or STEM). But only about 3 percent of these students are enrolled in Advanced Placement STEM courses such as AP Biology, AP Chemistry and AP Physics I, a new report found. And solution to ensuring more Black and Latino students have access to these courses involves more than rethinking enrollment criteria
It’s time for us to revitalize our education system and prioritize STEM education for all students. We need to create a platform that shares relevant and engaging content about technology and innovation with students, inspiring them to pursue careers in STEM fields. By doing so, we can ensure that our students are well-equipped to tackle the challenges of the future and make the world a better place.
SANJITA SRINATH 
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