STEM DIVERSITY

Introduction The H-1B visa program has long been central to the U.S. technology economy, allowing employers to recruit foreign workers in specialty occupations where domestic talent is in short supply. In fiscal year (FY) 2024, U.S. Citizenship and Immigration Services (USCIS) approved approximately 400,000 H-1B applications . These workers are often highly skilled engineers, programmers, and scientists who contribute to the success of leading firms like Microsoft, Google, and Facebook. Many of these companies — and indeed, much of Silicon Valley — have relied on global talent to fuel innovation. Recently, however, the Trump administration proposed a significant change: adding a $100,000 fee to every H-1B application. Officials promoted this move as a way to “protect American jobs” and encourage employers to hire more U.S. workers. On the surface, the logic seems straightforward: make it more expensive to hire from abroad, and companies will turn inward for talent. But the reality i...

  Introduction Higher education in the United States has become increasingly unaffordable, leaving behind millions of talented students — especially from underrepresented minority groups — who could thrive in science, technology, engineering, and math (STEM). The traditional bachelor’s degree structure requires about 120 credit hours (40 classes) spread across four years. With tuition, fees, and housing costs climbing every year, many students are either priced out or graduate with crushing debt. This article proposes a bold solution: reforming the four-year degree into a two-year model with a streamlined curriculum, lower costs, and a stronger focus on career or graduate readiness. Rethinking the Four-Year Model American colleges have historically been built on a liberal arts foundation , where the first two years emphasize general education requirements — courses in the humanities, arts, and social sciences — before students specialize in their chosen field. While designed ...

Introduction Diversity in STEM—science, technology, engineering, and mathematics—has become one of the most widely discussed topics in education, workforce development, and innovation policy. In today’s global economy, the need for diverse perspectives in solving complex problems has never been greater. Yet, while progress has been made, disparities remain stubborn, and in some cases, recent rollbacks have threatened to undo hard-earned gains. So where do things stand in 2025? The picture is mixed—there are bright spots of growth, bold initiatives driving progress, but also political headwinds and systemic challenges that continue to slow momentum. Let’s look at where STEM diversity is today, what progress has been achieved, and what the road ahead might look like. The Current Landscape in the U.S. In the U.S., the STEM workforce has seen measurable improvement in representation over the last decade. Women now make up about 35% of STEM professionals, compared to 32% in 2011. Under...

  Critique — STEM Immigration’s Impact on U.S. Workforce Diversity: Race and gender gaps appear wider among foreign-born STEM grads Quick summary The article reports on Byeongdon (Don) Oh’s analysis of national survey data showing that roughly one-third of U.S. STEM degree holders are foreign-born and that race and gender disparities in STEM representation are often larger among immigrants than among U.S.-born graduates — especially within a “1.25 generation” group (those who completed high school abroad but college in the U.S.). Oh suggests three plausible drivers—origin-country inequalities, between-country differences in education quality, and U.S. immigration processes and employer bias—and advocates policy attention, better data, and inclusion of immigrant experiences in diversity work (https://spectrum.ieee.org/stem-immigration-diversity-gaps). What the article does well Surface the overlooked question. The piece moves the conversation beyond the usual domestic focus ...

  Introduction You’ve probably noticed fewer “STEM diversity” videos in your feed lately. Whether that’s the algorithm shifting or a broader mood change, it’s sparked a real question: are efforts to boost participation by women and underrepresented groups in STEM inherently unfair—or are they necessary course corrections? Below I lay out the strongest arguments on both sides and end with a practical checklist you can use to decide for yourself. First, terms (so we’re debating the same thing) STEM diversity initiatives : Scholarships, internships, hiring practices, mentorships, outreach, and culture-change programs intended to increase participation and belonging for groups historically underrepresented in science, technology, engineering, and math. Underrepresented groups (URGs) : Varies by field and region, but commonly includes women, Black, Latine, Indigenous, and some other ethnic minorities. Equity vs. equality : Equality treats everyone the same; equity gives pe...

  Introduction With the Corporation for Public Broadcasting (CPB) preparing to shut down following Congress’s decision to cut off federal funding—a move championed by President Trump—the United States is about to lose something far bigger than a network. We are about to lose our largest free platform for STEM learning . For millions of kids, shows like Cyberchase , Sid the Science Kid , PBS SciGirls , Dinosaur Train , and The Ruff Ruffman Show! are not just entertainment. They are entry points into science, technology, engineering, and mathematics —entry points that are especially critical for children who don’t have access to private tutors, expensive STEM camps, or high-tech devices at home. When CPB goes, those opportunities go with it. The Numbers Tell the Story Public broadcasting has always been more than television. Decades of research show its measurable impact: The Sesame Street Effect A landmark Educational Testing Service (ETS) study found that children wh...