Originally published here.

2020: The year of inclusion, scrapping labels, where previous divisions become archaic and dated. The promise of communities thriving from foundations built upon equality, diversity and inclusion. Why then is there still a lack of Black, Asian and minority ethnic (BAME) representation within Science, Technology, Engineering and Mathematics (STEM)? In this article, we showcase the experience of BAME scientists as it has progressed through the decades, before exploring the goals and possibilities for a future without inequality in science.

To understand the root of this issue, we must first takea look at the past. Thee first doctorate awarded was to a White man, in Yale 1861, while the rst Black woman to receive a doctorate had to wait until 1931, an immense 70 years later. Many Black, Asian and minority ethnic (BAME) people in celebrated Science, Technology, Engineering and Mathematics (STEM) positions consider the major underlying reasons for the continued underrepresentation to be:

1. limited access to quality education

2. discrimination in recruitment and promotion

3. a lack of encouragement to pursue these jobs from an early age

In ‘The Education of Black Folk’, Allen Ballard aptly explains this, stating: “until 1965, the academic world itself scarcely noticed Blacks”. We know diverse teams produce better science; teams with a variety of interests, intellectual approaches and complementary skills are more likely to be able to identify and solve complex problems, but perhaps history itself has been whitewashed. In his 1967 book ‘Where Do We Go from Here?’, Martin Luther King Jr wrote that “the history books… have only served to intensify the Negroes’ sense of worthlessness”. He pointed to medical pioneers like Charles Drew and Daniel Hale Williams, and insinuated that had these figures been appropriately chronicled in American history, those feelings of worthlessness could have been avoided. It is now clear there has not been a lack of role models per se, rather there has been lack of care when noting the achievements of BAME scientistswithin their fields.

It is key to remember that there is still an issue to be dealt with and this must continue to be faced going into the future. Introducing more inspirational figures into schools, or even incorporating role models as part of school curricula would be a highly effective effort to resonate with children. Students should have the opportunity to relate to such figures and as such should feel empowered to pursue a career in STEM. Using diverse role models will also enforce the idea that equality is important, and it is likely that the ‘STEM stereotype’ will be quickly disproven. 

Between the ages of 6 and 16, young adults begin to decide on their careers and ambitions for the future. Such crucial years should be a focal point for many programmes when attempting to encourage more students into STEM. However, making science a more attractive subject when taught at primary and secondary schools would also increase the number of scientists from a range of dierent backgrounds. This could include:

1. an increased number of excursions to local scientific attractions, for example, science museums, science departments in local universities, science festivals, live interactive scientific lectures, etc.;

2. teaching lessons with a more hands- on approach, for example, performing experiments in the classroom

and

3. an increased number of local science festivals or science days to encourage young people to consider science as an attainable career – it is more convenient for families to attend and also makes science more accessible.

There are now an incredible amount of resources available to encourage a greater diversity of scientists. In addition, there are also many inspirational young people, STEM communicators and professionals who are willing to give up their free time to ght for what they believe in: greater diversity in STEM. Perhaps it is time for everyone to listen to those social action campaigners and start acting on the lack of diversity in STEM. Equality and inclusion are the only way we can progress further in science and function as a society. Fight for what you believe in.

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