Stony the Road We Trod: African American Socialization in STEM-Related Disciplines

• In Event: Accessing Doctoral Education: Enhancing the Socialization Process for Aspiring Scholars of Color

Abstract

The underrepresentation of African Americans in Science, Technology, Engineering, and Mathematics (STEM) related disciplines continues to serve as one of the United States most formidable contemporary problems (BEST, 2005; Babco, 2004; Bonner, Alfred, Lewis, Nave, & Frizell, Green & Glasson, 2009; McSherry, 2005; NSF, 2007). In 2003, the percentage of African Americans earning bachelor degrees in engineering was 4.6% (Chubin, May, & Babco, 2005). A plausible cause for this widespread underrepresentation is the difficulty African American students experience with the socialization process into STEM majors in college. Some of the attendant issues that have been offered as potential socialization barriers, particularly for those who attend predominantly White institutions (PWIs) include: a) lack of adequate preparation in mathematics and science – stemming from P-12 educational experiences; b) institutional contexts that are isolating; c) lack of mentors and role models of color in technical fields; and d) the hidden curriculum. Additionally, beyond addressing these barriers it is important that the socialization process for African American students include opportunities to develop appropriate career behavior enhancement strategies (Baruch, 2004). These strategies are essential in assisting these students with transitioning processes from school to the world of work. This presentation will highlight the potential pitfalls and challenges associated with African American socialization in STEM as well as address key supports in their movement into STEM careers. The overarching purpose is to provide critical insight on ways to enhance the participation of African Americans in these critically important fields.

Author

• Fred Arthur Bonner, Rutgers University - New Brunswick/Piscataway