An Antideficit Approach to African American STEM Degree Attainment

• In Event: Debunking the Grit Narrative and Drawing on the Strengths of Black and Latinx College Students

Abstract

Due to an increased demand for qualified STEM workers, the need to address the bachelor’s science, technology, engineering and mathematics (STEM) degree achievement among African Americans and other underrepresented populations has become imperative. Previous studies explored low STEM degree attainment among African American college students. However, such studies have failed to examine the factors contributing to the successful degree completion of this population within a larger public university system and specifically within a network of Hispanic-serving institutions. The line of inquiry utilized in this study was derived from Harper’s (2010) Anti-Deficit Achievement Framework, using a multifaceted approach to learning about the African American STEM student’s college experience and career pathway. Using qualitative interviews from twelve STEM alumni, this study sought to explore the factors that contribute to the successful degree completion of African American STEM students within a large comprehensive university system.

Open coding revealed six major themes related to participants’ experiences: a) K-12/precollege educational experiences, b) motivation to complete a STEM degree, c) systems of social support, d) extracurricular activities and out-of-class experiences, e) addressing stereotyping and discrimination, and f) faculty behaviors and dispositions. Each of these themes was intertwined at each phase of the participants’ academic career, thereby, highlighting the complexity of this population’s experience and what is needed to address their low STEM degree attainment. Participants’ pre-college academic experiences prepared them for the rigor of postsecondary STEM and their peers helped them to navigate the rigors of postsecondary STEM. Peers were essential in helping students to address stereotyping and discrimination they faced as token African Americans in the STEM environment. Students acknowledged that assignments and pedagogy styles that contributed most to their learning were those that allowed them to gain hands-on experience with course concepts and those that reinforced classroom content through critical thinking exercises. Additionally, availability and accessibility of campus resources, along with participants’ engagement with extracurricular activity emphasized the importance of co-curricular learning opportunities. These findings encourage presaging that utilizes a personalized approach to student-centered learning. Findings also revealed that students’ motivation to persist in their academic degree program was influenced by their long-term professional and personal goals, systems of social support, and positive faculty-student interactions. Students’ ability to their complete their STEM degree program was also influenced by their responses to racial and gendered stereotyping and discrimination. Findings from this study can inform how large comprehensive university systems can leverage existing resources and create new services that best cater to the needs of African American STEM students. Since representation of American Americans in STEM disciplines in higher education continues to be an issue, universities should consider comprehensive retention strategies that allow students to matriculate from undergraduate programs to graduate programs to teaching positions. Overall. Findings from this study can be used to identify best practices for student affairs professionals, university administrators and policy makers alike.

Author

• Melissa M. Mahoney, Loyola Marymount University