Cecil Fields, MSTM
Retired aerospace professional
We believe that historically underserved gifted, talented, and twice-exceptional (2e) children deserve equitable access to STEM education and the opportunities needed to discover, develop, and use their abilities. Talent exists in every community; however, access to quality STEM education, enrichment, mentors, technology, and career pathways remains unequal.
During my more than 45 years in the aerospace industry, serving in multiple leadership roles and providing engineering career education, I have seen how exposure to STEM—Science, Technology, Engineering, and Mathematics—can influence a child's confidence, curiosity, educational choices, and future career. Early and continued exposure is especially important for children who may not see people from their communities represented in STEM professions.
STEM education is about more than preparing students to become scientists or engineers. It develops critical thinking, creativity, problem-solving, teamwork, perseverance, and resilience. These skills can be particularly valuable for gifted and 2e children, who may think creatively and solve complex problems while also experiencing challenges with attention, organization, reading, writing, executive functioning, or other areas of learning.
Historically underserved gifted and 2e children may have ability and interest in STEM but limited opportunities to develop them. Some attend schools with fewer advanced mathematics and science courses, laboratories, technology resources, STEM clubs, or enrichment programs. Others may not be identified as gifted because of cultural, economic, language, or disability-related barriers.
For 2e children, a learning difference can mask exceptional STEM abilities. A student who struggles with writing, organization, or completing assignments, for example, may still demonstrate advanced mathematical reasoning, scientific curiosity, creativity, or exceptional problem-solving skills.
A lack of opportunity or difficulty in one area should never be mistaken for a lack of intelligence, talent, or potential.
Schools and communities must intentionally look for STEM potential in students who have historically been overlooked and provide access to advanced coursework, hands-on projects, robotics, coding, science competitions, summer programs, internships, and other meaningful STEM experiences.
Parents and caregivers play an important role in developing children's interests, and they do not need to be STEM experts. Families can encourage children to ask questions, experiment, build, investigate, and solve problems. They can explore science museums, planetariums, air and space exhibits, technology centers, online programs, and free or low-cost community STEM opportunities.
When children demonstrate a strong interest, families should also seek mentors and role models. Meeting engineers, scientists, mathematicians, technology professionals, educators, and others who share their backgrounds can help children see themselves in careers they may not have previously imagined.
STEM provides pathways into aerospace, engineering, mathematics, scientific research, cybersecurity, software development, healthcare, technology, education, and many emerging careers. Historically underserved gifted and 2e children deserve opportunities to explore these possibilities before deciding what they want to pursue.
I often compare learning to eating an elephant: you do it one bite at a time. Children do not need to have their futures figured out today. They need adults who recognize their interests, provide opportunities, encourage exploration, and believe in their potential.
The best time to begin investing in a child's interests may have been years ago; the next best time is today. Families, schools, businesses, STEM professionals, and community organizations must work together to remove barriers and expand opportunities so that historically underserved gifted and 2e children can become the innovators, problem-solvers, and leaders of tomorrow.