San Diego regional data show STEM access and pay remain inequitable by race, socioeconomic status, and gender¶

Claim · All claims
Evidence · 1 study (3 entries) · qualitative r2 · q2
Currency · newest study 2025 · checked against its sources 2026-10-20 (automated, 3 of 3 entries) · not reviewed by a person · recheck by 2030: baselines and conditions change

Subclaims¶

q2 i? Sharp inequities in access to STEM professions persist along lines of race, gender, and socioeconomic status in San Diego and nationally. → Babineau 2025 q2 i? Hispanic and Latino students make up 49% of San Diego's future workforce but only 20% of the local innovation workforce. → Babineau 2025 (2) q2 i? Among workers in STEM careers, the gender pay gap remains stark. → Babineau 2025 (3)

Evidence¶

Babineau 2025¶

Babineau, K., Shah, Z., Jacobs, B., Miller, A., Alvarado, B., Aguirre, N., Fennelly-Atkinson, R., & Young, V. (2025). Building Bridges: Cultivating Interconnectedness for STEM Pathways in San Diego. Digital Promise. https://doi.org/10.51388/20.500.12265/254

q2 · i? · design · r2

The report's regional context section, citing workforce and education data, states that "sharp inequities remain along the lines of race, gender, and socioeconomic status in access to STEM professions". Figures 1 and 2 show subgroup college-going rates and annual income by gender and field.

"Despite the concentration of STEM opportunities and K-12 / workforce partnerships, sharp inequities remain along the lines of race, gender, and socioeconomic status in access to STEM professions across the San Diego region and the country"

Babineau 2025 (2)¶

Babineau, K., Shah, Z., Jacobs, B., Miller, A., Alvarado, B., Aguirre, N., Fennelly-Atkinson, R., & Young, V. (2025). Building Bridges: Cultivating Interconnectedness for STEM Pathways in San Diego. Digital Promise. https://doi.org/10.51388/20.500.12265/254

q2 · i? · qualitative · r2

Regional data reported in the context section, attributed to San Diego Regional EDC (2025): Hispanic and Latino students are "49% of San Diego's future workforce but represent only 20% of the local innovation workforce". White and Asian workers make up 73% of the innovation economy but 49% of K-12 students.

"Recent data shows that Hispanic and Latino students make up 49% of San Diego's future workforce but represent only 20% of the local innovation workforce"

Babineau 2025 (3)¶

Babineau, K., Shah, Z., Jacobs, B., Miller, A., Alvarado, B., Aguirre, N., Fennelly-Atkinson, R., & Young, V. (2025). Building Bridges: Cultivating Interconnectedness for STEM Pathways in San Diego. Digital Promise. https://doi.org/10.51388/20.500.12265/254

q2 · i? · qualitative · r?

The report's context section, referencing Figure 2 (annual income by gender and field, comparing STEM and non-STEM jobs), states the STEM "gender pay gap remains stark". Figure 1 similarly shows college-going rates varying by subgroup.

"Among those who do end up working in STEM careers, the gender pay gap remains stark"

Discussion¶

Learner Variables¶

• Socioeconomic Status — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause
• Gender — predictor: outcomes differ by group: a gap reflecting circumstances and treatment, not a cause

Related Claims¶

• Girls show less confidence and interest in math and science from early adolescence, and a strong math/science self-concept predicts course choice and performance for both genders — the general claim this finding bears on, with the studies behind it
• Iowa City schools observed inequitable course enrollment in computational thinking, computer science, and advanced STEM electives by race/ethnicity, income, gender, and ELL status — a narrower finding that bears on this claim
• Access to 8th-grade Algebra remains highly inequitable across the United States — a narrower finding that bears on this claim
• Computing participation and achievement disparities persisted in the district despite development of an inclusive CT pathway. — a narrower finding that bears on this claim
• Participating districts report large enrollment gaps in CS courses by income and gender — a narrower finding that bears on this claim
• AP Computer Science participation is disproportionately low among girls and students of color — a narrower finding that bears on this claim
• Technology access problems during remote learning fell more heavily on minoritized and lower-income students — related
• College enrollment gaps by race, gender, and socioeconomic background among CPS graduates were driven primarily by differences in four-year enrollment — related
• Lack of diversity in computing stems from social and structural barriers, not ability or interest — a narrower finding that bears on this claim
• The reviewed literature shows limited engagement with specialist diversity concepts such as gender or race and little attention to teacher educators' own knowledge — related