Challenges of STEM Engagement: Technological Distractions, and Educational Equity

When I first read John McWhorter’s book in 2000, Losing the Race, I felt discombobulated and conflicted. On the one hand, I wouldn’t say I liked the fact that he laid a good part of the blame for the poor academic showings on standardized tests on the Black culture itself. He did this in front of the world, and those on the other side of the aisle would accept that fact and cut further into the resources needed to provide a proper education. On the other hand, I knew he was correct in his assessment, and I felt that for most Black people, whether they would admit it in public or not, much of our academic underachievement is self-imposed. I knew that the only way to beat this problem was for Black people, not the government. The only way to fix this problem is to hit this reality head-on. The more than antidotal fact is we know that it is not an intelligence issue. Research the high academic achievements of Black people from the Black diaspora, Africa, South America, and the Caribbean enjoy test scores equal to or higher than White and Asian students.

Today, scores are lower, and the gap is widening. We have to ask two questions: How do we close the gap meaningfully in a short amount of time, and more importantly, why is this the case in the first place? In Colorado, the 2023 CMAS (Colorado Measures of Academic Success) showed that the gap between Hispanic students and White students ranged between 24 and 34 points, depending on the subject.

McWhorter stated that issues such as anti-intellectualism, a separatist mindset, and victimhood identity were more impactful than external race prejudice and discrimination. My personal experience as an educator, parent, and former public school student informs me that this is, for the most part, true. Every bit of this unpleasantness is also joined by realities that are still persistently stubborn.

We can also add more huge problems that did not make the list when McWhorter’s book was published: the pandemic and the use of smartphones by all students, especially students of color.

During the pandemic, minority students had to learn very quickly how to work independently. Literacy took a massive hit during this time. Students were not taught to work independently and on such a vast scale. Teachers were overwhelmed with teaching online, new technology, and keeping students

engaged from the beginning to the end. Little was getting done. Students who were already doing badly regressed, and students who were on task still had dropping scores. Many students did not get the attention they needed. Teachers and students must be trained and prepared enough to operate remotely for a long time.

Katherine Birbalsingh is the headmistress and founder of Michaela Community School in a borough on the outskirts of London. She stated in an interview in The Technoskeptic back in 2019, “Smartphones are killing our kids. They find it very hard to turn off.” She added, “I believe that smartphones exacerbate the difference, the divide between rich and poor because the rich can hire a nanny to ensure that child is engaged in different ways.” Birbalsingh also stated that students’ brains are not developed enough for them to exercise proper control.

If you speak with teachers, they will tell you that they are fighting a losing war against smartphones. Access to digital devices is about even across the board. But the use is different. According to Pew Research, Black and Hispanic students are on their phones between 54 and 44 percent, and Whites 38%. On social media platforms TikTok, YouTube, and Instagram, Black and Hispanic teenagers use more than doubled, and in some cases tripled, that of White teenagers.

Reports show that Black and Hispanic people rely heavily on smartphones for health information, educational content, and job seeking. Smartphone use, or addiction as it can be called, plays a negative factor in the relationship between sleep quality and depression among students. Many of these students come to school with smartphones and use them during class, lunch, or breaks. This addiction, coupled with all of the other problems associated with poor academic performance, puts them at a steep disadvantage in preparing for jobs of the future.

Students who are more highly connected and tech-savvy will be ahead of those who have less education and access to digital education and training. They will not possess the ability to compete for jobs or exploit the explosion of technological job opportunities that will be available.

In 2016, Black and Hispanic individuals comprised one-fourth of the overall U.S. workforce yet represented only 16% of STEM (Science, Technology, Engineering, and Mathematics) professions. This discrepancy highlights systemic barriers that may include a lack of diverse role models and mentors within these fields, educational disparities such as reduced access to advanced science courses, and broader socioeconomic issues that disproportionately impact these groups, potentially deterring their entrance into STEM careers.

Addressing these underlying factors through targeted educational and professional support, mentorship programs, and policy interventions is essential to fostering greater inclusivity and representation in STEM occupations.

We can make improvements starting in the communities affected by these social and economic issues. Social and economic disparities, low expectations, bias, and environmental stresses contribute to poor performance. The good news is that we have the people and the proper resources to put this together. The industry will have to play a massive part in changing how we teach and even who teaches. The technological industry has to take a role in training its workforce for the future. We cannot continue to depend on the current public education system to provide the quality training we need for the future.

I am trying to bring those players together and forge a new tomorrow by dismantling how we approach STEM education in this country. I will further elaborate on this matter in the coming months.

We cannot separate biology from experience and environment. What we must do differently has to start in the home and community. Some of those things we don’t have control over, but all professionals that students encounter can give a positive experience through mentoring and volunteering in the communities of the people who are most affected by poor academic performance. Values and commitment in the schools and the community must drive education.