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The Implications of Morality Politics for Effecting Inclusion in the STEM Workforce

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  • McNeely, Connie L.

Abstract

Science, technology, engineering, and mathematics (STEM) workforce development, identified as a critical consideration for meeting current and future societal needs and challenges, depends on the capacity to draw upon a talented pool of individuals possessing requisite knowledge and training. In the United States, as elsewhere, related questions have arisen about who constitutes that pool and the conditions under which it has been determined. Noting the currency and controversies surrounding persistent inequalities and inequities in STEM educational attainment and workforce participation, the research presented here offers an elaborated framework and dedicated analysis of related processes, with the goal of extending understanding and delineating implications for identifying strategic points for intervention. In ideological and political terms, efforts to combat related educational and workforce disparities reflect a “morality politics” diffused in social identities and behaviors and embedded in structural claims with broad and pragmatic implications for STEM educational access and workforce opportunity. With particular attention to race and ethnicity (and gender), this analysis revisits and unpacks related assumptions and addresses challenges attached to the distribution of benefits and burdens in the face of both ideological and practical expediencies in determining profiles of STEM participation and inclusion.

Suggested Citation

  • McNeely, Connie L., 2021. "The Implications of Morality Politics for Effecting Inclusion in the STEM Workforce," SocArXiv k6fe9, Center for Open Science.
    • Handle: RePEc:osf:socarx:k6fe9
    DOI: 10.31219/osf.io/k6fe9
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    References listed on IDEAS

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    1. Regina P. Branton & Bradford S. Jones, 2005. "Reexamining Racial Attitudes: The Conditional Relationship Between Diversity and Socioeconomic Environment," American Journal of Political Science, John Wiley & Sons, vol. 49(2), pages 359-372, April.
    2. Daryl E. Chubin & Catherine Didion & Josephine Beoku-Betts, 2015. "Promising Programs: A Cross-National Exploration of Women in Science, Education to Workforce," Springer Books, in: Willie Pearson, Jr. & Lisa M. Frehill & Connie L. McNeely (ed.), Advancing Women in Science, edition 127, chapter 0, pages 275-305, Springer.
    3. Cheryl Leggon, 2006. "Women in Science: Racial and Ethnic Differences and the Differences They Make," The Journal of Technology Transfer, Springer, vol. 31(3), pages 325-333, May.
    4. Lisa M. Frehill & Connie L. McNeely & Willie Pearson, 2015. "An International Perspective on Advancing Women in Science," Springer Books, in: Willie Pearson, Jr. & Lisa M. Frehill & Connie L. McNeely (ed.), Advancing Women in Science, edition 127, chapter 0, pages 1-6, Springer.
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