Revisiting Race and Gender Differences in STEM: Can Inclusive STEM High Schools Reduce Gaps?

Abstract

Background: Over the past two decades, inclusive STEM (science, technology, engineering, and mathematics) high schools have emerged as one strategy for increasing and broadening participation in STEM majors and careers, particularly for currently underrepresented students in those fields. However, limited research has examined whether strategies used in inclusive STEM schools can actually improve students’ STEM-related attitudes and academic achievement, and reduce gender and race/ethnicity gaps. Material and Methods: The current exploratory study uses multiple linear regression models to examine associations between students’ ratings of inclusive STEM school strategies and student outcomes. Interactions were also used to explore whether such associations differed by students’ gender identity and race/ethnicity. Results: Results indicate that when students report positive implementation of specific strategies used by inclusive STEM schools, race/ethnicity and gender gaps in science attitudes and overall academic achievement are reduced or reversed. Conclusions: Findings from this study set the stage for further research, suggesting that while some inclusive STEM high school strategies may have the potential to contribute to STEM outcomes across diverse populations of students, significant gaps remain.