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STEM in Minnesota


Underrepresented students face structural barriers to participation on the STEM continuum, including lack of opportunities; transportation; program costs; and lack of prerequisite knowledge, skills, or interest based on earlier barriers.
Girls and women should be given environments and messages supportive of their skills and roles in STEM. Gender disparities persist, but progress has been made and in some cases girls outperform boys.
Lower-income students may have fewer resources to support STEM learning and face barriers to participation in informal STEM education opportunities. Addressing income barriers can increase students' opportunities in STEM.
Blacks, Hispanics, and Native Americans are considered underrepresented in STEM. As our state becomes more diverse, addressing racial/ethnic gaps is an issue of economics as well as equity.