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The underrepresentation of black and racial women in Canadian science STEM

Given the need for people with a scientific background in the workforce, underrepresentation of black women in STEM (science, technology, engineering, math and computer science) has recently attracted attention. The lack of black women in STEM is disadvantageous for them, as STEM fields are generally among the highest paid and fastest growing. In particular, the academic workforce is not as diverse as the student body or the workforce. Although universities across Canada have committed to equity and diversity, the same level of commitment does not appear to be for academic staff and employment and equality in academia. In this article, we will examine the employment rate and income wages of raced men and women compared to their white counterparts.

Racialized people (defined as non-white people) in Canada are significantly underrepresented in the college and university sectors with less than 15% of all trainers. In addition, racialized university teachers make up less than 15% of all university teachers, which is significantly less than that of racialized students (36%) and that of racialized doctoral students (31%). Therefore, a large part of the racialized graduates cannot find a job at our universities. Black professors have the highest unemployment rate at 10.7% compared to white professors and other racial groups. Black university teachers in particular make up only 2% of all university teachers, although the representation of black university teachers has improved slightly in the past ten years (from 1.8% in 2006 to 2.0% in 2016).

On the other hand, women are full-time employees of the university in numerous disciplines, including architecture, engineering and related technologies (15.5%), mathematics, computer and information sciences (20.6%), physics and life sciences and technologies (20 , 6%), still strongly underrepresented. 24.8), programs for business, management and public administration (39.4%). Post-secondary teachers are less likely to work full-time for an entire year. The unemployment rate is highest in racialized female university faculties (9.2%) compared to the average unemployment rate among university teachers (4.9%). Therefore, both gender and race are composed for black women to reduce their chances of finding an academic job with a competitive salary.

Racialized college educators earn only 63 cents on the dollar and racialized professors earn an average of 68 cents for every dollar. Salaried white professors earned an average of 105,300, while black professors earned an average of $ 90,363, an earnings gap that has widened since 2005. Racialized professors have an even greater earnings gap. Compared to white men who earn $ 114,000 and racialized men who earn $ 96,000, racialized university professors earn $ 77,000. These income differences narrow when they are adjusted for age, rank, profession and discipline, but do not disappear. Remaining wage differentials are likely the result of systemic discrimination against general practices and salary structures.

Canadian black workers have a wage gap and higher unemployment rates than their white counterparts, and this gap is even greater for black Canadian women. Indeed, outstanding discriminatory patterns and practices hidden in job vacancies and salary trends contribute to employment and wage differentials. Given the lower wages and higher unemployment rates among Black Canadians, they have less chance of securing high-paying jobs even though they have the same skills, experience and qualifications. When discrimination precludes diversity, innovation and growth in STEM areas suffer. Studies have shown that inviting different perspectives and empowering minority groups to bring their voices to STEM leads to new inventions and promotes progress. Canada is proud of its diversity and indeed diversity is our strength and we should take advantage of the diversity that we have in our society both inside and outside of STEM. This benefits our MINT fields, our economy and our citizens. The data discussed in this article comes from an article by the Canadian Association of University Teachers (https://bit.ly/3g1DRN0)

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