[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-599735-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-599735-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","its-not-my-party-a-critical-analysis-of-women-and-minority-opposition-towards-stem","It’s not my Party - A Critical Analysis of Women and Minority Opposition towards STEM","","The paper analyzes how civil rights-era promises of educational equity failed to reach women and traditionally marginalized groups, especially within STEM. Using critical social theory, ideology/worldview perspectives, and an extended Input-Environment-Output model, it asks why participation acceptance remains low despite recruitment. It argues that disregard for students’ lived experiences contributes to silencing expression, and that focusing on social and cultural capital can improve STEM engagement.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/its-not-my-party-a-critical-analysis-of-women-and-minority-opposition-towards-stem/599735/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/its-not-my-party-a-critical-analysis-of-women-and-minority-opposition-towards-stem/599735.png","ImageObject",300,407,{"name":42,"@type":43},"PakDamar76","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What problem does the paper focus on regarding STEM participation?","Question",{"text":62,"@type":63},"It examines why women and under-represented minority groups remain excluded from STEM despite ongoing efforts and recruitment campaigns.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"Which theoretical approaches does the paper use to analyze the issue?",{"text":67,"@type":63},"It uses critical social theory, theories of ideology/worldviews, and an extended InputEnvironment-Output model.",{"name":69,"@type":60,"acceptedAnswer":70},"What does the paper propose to improve STEM engagement?",{"text":71,"@type":63},"It argues that a focus on social and cultural capital would enhance participation by better supporting students’ educational expression and engagement.","https://schema.org",{"og:url":32,"og:type":74,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":76,"canonical":32},"index,follow",{"doc_id":78,"site_id":7},599735,1792897379,{"code":4,"msg":81,"data":82},"success",[83,87,91,95,100,105,110,114,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":84,"show_sort_weight":85,"slug":86},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Exam",70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":112,"slug":113},8,30,"research-report",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},9,"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":81,"data":131},{"doc_id":78,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":111,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":33,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":117,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":103},962090893057,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","| \u003Cbr>| It’s not my Party: A Critical Analysis of Women and Minority Opposition towards STEM |\n| --- | --- |\n\nDavid C. Martin, San Diego State University & Claremont Graduate University  \nAbstract  \nThe civil rights era promised an invitation for equity and equality in education was on its way. The invitation was lost in the mail or it is a party that the “marginalized” do not want to attend. In 2004, the National Science Board (NSB) identified a critical shortage of workers in Science, Technology, Engineering, and Mathematics (STEM) fields that will be needed by the year 2020. It was stated that the percentage of women choosing math and science courses dropped by four percent from 1993 to 1999.1 Absent is the mention of the development of social and cultural capital of gendered, minority, or traditionally marginalized students. Further, there has not been an appreciable increase of women and minority participation in STEM.2 Why has the invitation’s acceptance rate been so low? The purpose of this paper is to offer a critical analysis of how the general disregardfor students’lived experiences contributes to the silencing of expression of women and under-represented groups. In this paper, I examine progressive and scientific discourses from the vantage point of critical social theory, theories of ideology/worldviews, and an extended InputEnvironment-Output model.3 I then present a case for why a focus on social and cultural capital would enhance participation in STEM. The hope and possibilities for the future is a return to civil rights era concerns that enhances student educational expression and engagement in a meaningful way.  \nKeywords: civil rights, STEM, education, multiculturalism, Critical Theory  \nIntroduction  \nI was 10 in 1964 when the Civil Rights Act was signed into law. In 1969, the peace movement of the sixties was at its height. I was 15. With images of students protesting against an unpopular war in Southeast Asia, I was 15 when I became aware that others were not as privileged as I. Prejudice was an issue discussed in schools and at home. Between school desegregation in the U. S. South and the assassinations of President John F. Kennedy, his brother Senator Robert Kennedy, and the preeminent leader of the civil rights movement Martin Luther King Jr. in Memphis—the world  \n1. National Science Board, An Emerging and Critical Problem of the Science and Engineering Labor Force, 2004.  \n2. National Science Board, 2020 Vision for the National Science Foundation, 2005.  \n3. Alexander W. Astin & Antonio, Anthony Lising, Assessment for Excellence: The philosophy and Practice of Assessment and Evaluation for Higher Education, 2nd Edition (Lanham, Maryland: Rowman & Littlefield Publishers, Inc., 2012).  \nseemed on the verge of chaos. Further, we were made aware of the critical importance of farm labor as Cesar Chavez was instrumental in establishing the United Farm Workers Union between 1966 and 1972. These were the years of my high school experience and I graduated when I was eighteen. I am now 60. All of these events marked the Civil Rights era.  \nToday there exists a growing wealth gap, continued poverty, and predatory English-only language policies which tend toward the restriction of women and minority participation in higher education.4 Gender and ethnic biases continue to relegate many women and minorities to marginal economic participation. Women and minorities tend to be paid less for the same type of work performed by men.5 These experiences, combined with the attacks on public education, make me acutely aware that we are facing serious challenges to the American freedoms and hopes that were fought for during the civil rights era.  \nFor me, the most troubling realization is that many of the groups, and individuals, involved in the turmoil of the sixties and seventies continue to move through our lives unseen and unheard. African American, Hispanic, and White voices that should ring in solidarity against oppress","cbCaicPIurckSeMA","https://ap.wps.com/l/cbCaicPIurckSeMA","pdf",571834,"English","# Abstract\n# Introduction\n## Civil rights background and continuing inequities\n## Silencing of marginalized voices in education\n## Key research questions\n## Social and cultural capital, gender, race, and ethnicity","[{\"question\":\"What problem does the paper focus on regarding STEM participation?\",\"answer\":\"It examines why women and under-represented minority groups remain excluded from STEM despite ongoing efforts and recruitment campaigns.\"},{\"question\":\"Which theoretical approaches does the paper use to analyze the issue?\",\"answer\":\"It uses critical social theory, theories of ideology/worldviews, and an extended InputEnvironment-Output model.\"},{\"question\":\"What does the paper propose to improve STEM engagement?\",\"answer\":\"It argues that a focus on social and cultural capital would enhance participation by better supporting students’ educational expression and engagement.\"}]","It’s not my Party - A Critical Analysis of Women and Minority Opposition towards STEM | PDF",1792089337]