In the 21st century, the exponential growth of Science, Technology, Engineering, and Math (STEM) education and the corresponding critical need for STEM graduates in the profession have both outpaced the number of STEM graduates joining the workforce. This is a global problem, one to which the U.S. can relate. A literature review of research published across the world suggests that disparities and biases in STEM education may be the fundamental problem limiting the enrollment of competent students in the STEM program at the higher education institutions. This Executive Position Paper accomplishes two research goals: determines that inherent biases exist in the enrollment process in STEM at a higher education institution in Maryland, and secondly, provides an array of "STEM Intervention Practices" that should mitigate some of the enrollment barriers underrepresented students encounter in their pursuit of STEM education at the Maryland higher education institution. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]