School boards have a responsibility to make opportunities equally available to all students.  However, this can be particularly challenging in science, math, and technology education, due to the historic under-representation of women and minorities in SMT fields.  For example, while almost half of all workers are female in the U.S., only a quarter of SMT jobs are held by women. African-Americans are represented in SMT jobs at a rate of about half their representation in the larger workforce as well. These discrepancies can begin early, and schools need to ensure that all students are being given the opportunities and encouragement that will help them be successful. How best to tackle this challenge will differ from district to district, but at the center of any equal opportunity effort is wide-ranging community engagement and a commitment to high standards.

• How do race and gender influence participation and success in K-12 SMT programs?
• What resources are available to help us address race and gender issues in our district?
• How have other districts addressed SMT education and equal opportunity?
  

How do race and gender influence participation and success in K-12 SMT courses?

• An overview of the issue by the North Central Regional Educational Laboratory
• Information about the influence of gender and race on employment in SMT fields from the National Science Foundation
• Report on a 2005 Bayer Corporation survey of parents of under-represented students in science and engineering
• Report on a 2006 survey of CEOs of science and technology companies and their understanding of the U.S. workforce including under-represented groups
• A board member in San Francisco discusses the attitudes of women and girls towards science and math achievement.  [VIDEO] 
• A survey by the Bayer Company reveals serious concerns about the preparation students receive in their K-12 education and emphasizes the importance of diversifying the STEM talent pool to include more women and minorities. 
• A 2009 report demonstrates a persistent gender gap among students considering degrees or careers in computing. Only 26% of college-bound girls rated computer science as a good or very good career choice compared to 67% of boys. More information about the report is here.

What resources are available to help us address race and gender issues in our district?

• An organization dedicated to creating bias-free learning environments in every subject area
• An organization supporting minorities in technology and engineering
• A California project offering workshops on equity in science education.
• A description of a completed project to improve equity in mathematics education funded by the National Science Foundation.
• A national organization offering consulting and other resources to promote equity in all educational areas.
• Information about the publication Equity and Science Education Reform.
• A on preparing women and minorities for the IT workforce by the AAAS Education and Human Resources Programs, AAAS Science & Policy Programs, and the Commission on Professionals in Science and Technology. 
• The May/June 2009 News Bulletin of the National Council of Teachers of Mathematics features an article on how to how to engage students who are typically underrepresented in mathematics classrooms in meaningful, rigorous mathematics.

How have other districts addressed SMT education and equal opportunity?

• George Wolfe, of the Loudoun County VA Academy of Science, describes an inner city school in Rochester, NY with exemplary SMT programs.  [VIDEO]
• The District of Columbia opens a technology-oriented high school serving mostly under-privileged, minority kids.
• A Massachusetts school district establishes a math/science magnet elementary school in a low-income, largely Hispanic neighborhood.
• An article in the Dallas Morning News discusses the ways that some Texas school districts have involved Latino parents in their children's education including science and technology classwork.