Stemming Success and Equality: How Disability Can Help STEM Progress
by James P. Outreach & PR ExecutiveScience, technology, engineering, and mathematics (STEM)
industries have faced criticism recently over workplace equity and
discrimination, including gender,
race, and disability inequality. STEM employers have historically been behind
the curve in terms of welcoming diversity — in 2017, it was reported that STEM
industries have 75 per cent fewer people with disabilities than in the
general population, which certainly isn’t representative. Engineering seal
supplier, FPE Seals, take a look at
how STEM industries can benefit from increasing its workforce diversity.
STEM is notoriously competitive and intellectually
challenging. According
to a report from the U.S. Department of Commerce, STEM careers grew at a
rate three times that of non-STEM careers between 2000 and 2010, however people
with disabilities have faced challenges in pursuing careers in these fields.
Unfortunately, some employers view disabilities as a barrier.
But why? Frequently cited barriers derive from a lack of preparation and
accessibility for disabled people, such as access to programs and courses,
facilities, appropriate equipment, and acceptance by establishments and
workplaces.
In 1973, Joshua Miele lost his eyesight permanently at four
years old due to a sulfuric acid attack. Growing up, he wanted to be a
physicist, but a family friend said, “He can’t be a physicist because
physicists write on blackboards.” Miele graduated with a bachelor’s degree in
physics and interned at NASA, sending probes into space. But what if he had
listened? The world would’ve been short of a researcher who has been
instrumental in developing adaptive devices for blind people.
The unique skills from disabilities
Of course, STEM employers naturally want the most talented and
innovative workers in the jobs market. However, their misperceptions of
disabled scientists and engineers are categorically causing them to miss out on
hiring some of the most skilled workers who can make incredible contributions
to progress in STEM and the global economy.
Disabilities come in all forms — some are sensory, physical,
cognitive, mental, some are visible, and some are not. Cary Supalo, a research
developer for Educational Testing Service who has been blind since he was seven
years old, commented: “People with disabilities are innate problem solvers. They’ve
had to overcome their challenge and we […] should give them the opportunity to
apply their problem-solving skill sets to scientific questions.”
Dr Temple Grandin is a professor of Animal Science at
Colorado State University who has autism and has earned a reputation as a prominent
speaker and author of animal science. People with autism have important skills
that when empowered, can be particularly useful assets in STEM fields. Studies
have reported that autistic individuals prove to be advantageous in these
fields — Dr Grandin’s pragmatic
approach has helped her succeed in her career, as people with autism tend to be
very attuned to details and skilled at sorting data into categories.
Similarly, Ralph Braun was diagnosed with muscular dystrophy
as a child, limiting his mobility which became the cornerstone of his career as
an engineer. Engineers identify a need, innovate, design, test, and create
solutions, which started for Braun when he wanted to improve his mobility. By
age 15 he designed a battery-powered scooter and at age 22 he built his first
motorised wheelchair. Braun became an entrepreneur and solved some challenges
faced by muscular dystrophy by providing unique insights into sciences based on
real life experiences, changing the lives of people with disabilities around
the world.
Bridging the STEM disability gap
Although it was reported in 2018 that more students with
disabilities are enrolling in higher education than before, there’s a retention
problem, with few
progressing to graduation in comparison to those without disabilities,
particularly in STEM degrees. Research has suggested that university faculty
members play a key role in establishing the climate in STEM degrees for
disabled students, and whether or not they are supportive.
Teaching styles can also be a contributing factor in how
welcome disabled students feel, for example students with autism or auditory
disabilities can find large lectures difficult to learn in.
It is critical to enrich STEM learning environments to
facilitate all students and provide them with the tools and knowledge they need
to succeed. Not all students learn the same way, and some may require
innovative methods to maintain engagement such as assistive software and
technology, physical access to labs, alternative formats of content, learning
support, and study aids. Additionally, faculty members would benefit from
training to ensure staff are aware of their obligations and student’s needs.
Additionally, employers need educating about the abilities
and benefits of people with disabilities working in STEM. Disability advocacy
groups can certify people’s competencies for the jobs they’re applying for,
however employers need to understand what this means and to consider the
candidate fairly and seriously.
By offering support to those with disabilities, industries
can reap the benefits of a diverse and inclusive workplace.
Sources
https://berkeleysciencereview.com/2015/04/blindness-no-barrier-to-science/
https://www.iop.org/careers/working-life/profiles/page_60074.html#gref
https://www.sciencebuddies.org/blog/scientists-with-disabilities-temple-grandin?from=Blog
https://www.manifezt.org/the-connection-between-autism-and-stem-fields/
https://www.sciencebuddies.org/blog/stem-for-everyone-ralph-braun?from=Blog
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Created on Jan 5th 2021 08:11. Viewed 318 times.