“Use-Inspired Research” on the Psychology of Success in STEM at an HBCU (Historically Black College or University): Racial Identity, Motivation, and Achievement Trajectories

• In Event: Roundtable Session 73
  In Roundtable Session: Contextual and Psychological Factors Influencing STEM Success for Black Students

Abstract

Historically Black Colleges and Universities (HBCUs) graduate the majority of the nations’ Black students who earn undergraduate degrees in Science, Technology, Engineering, and Mathematics (STEM). Despite this success, little scientific evidence exists concerning how HBCUs have attained these results, and yet, broadening the participation of African American and Black students across the world is one of the most important tasks of higher education. The little research on STEM success at HBCUs that does exist focuses on structural and resource challenges, and is done so largely from a deficit and culturally underspecified perspective. The present study extends this research by focusing on Black students’ psychological experiences and explores culturally specific identity processes engaged in their achievement motivation.

Authors

• Kimberley Edelin Freeman, Howard University

• Cynthia Eileen Winston, Howard University

• Alicia S. Anderson, Howard University