Reimagining STEM Learning Spaces for Middle School Black Boys

• In Event: 35.078 - MTCC Roundtable Session 14
  In Roundtable Session: 35.078-10 - Leveraging Instructional, Content, and Mentoring Practices for Black Male Middle School Students in Informal STEM Programs at Historically Black Colleges and Universities

Abstract

Objective & Purpose: Black males’ underrepresentation in STEM careers has been well documented. There is limited research that explores Black boys’ STEM learning experiences at the middle school level (McGee, 2015). Thus, the purpose of this paper is to highlight the informal learning experiences that propel middle school Black boys to consider a career in STEM and the factors they believe are important to creating a positive STEM learning environment for Black boys.

Theoretical Framework: African American Male Theory (AAMT; Bush & Bush, 2013) and STEM identity (McGee, 2015) were used as the conceptual lenses in this study. The AAMT was used to focus on the uniqueness of being a Black male and STEM identity was conceptualized to understand the learning experiences that Black boys found allowed them to develop a passion to pursue a STEM-related career.

Methods: This qualitative study is drawn from a larger mixed-methods study which explored 120 Black male middle school students’ participation in informal STEM programs at four HBCUs. The following two research questions guided this study: (1) What informal STEM learning experiences do Black male middle schoolers attribute to their desire to pursue a career in STEM? (2) From the perspectives of Black middle schoolers, what factors are critical to developing a positive and nurturing STEM learning environment for Black middle school males?

Data Sources: Qualitative data for this study was collected from 24 focus groups with 120 Black male middle school students at four HBCUs who offered a Mission (pseudonym) summer STEM program. Each focus group was held with 4-6 students and lasted 25-35 minutes.

Results: Findings from this study show that their summer STEM program provided opportunities to learn that were vastly different than when in their traditional school. For instance, participants noted the opportunity to have “access to technology like robotics” that were not present in their schools. To spark their interest in STEM, the participants stated they had to be in an academically challenging environment where teachers held high expectations. As one participated explained, “They tell us that we're the cream of the crop. Like, you wouldn't hear that at any other school.” The young men found that the STEM program allowed them to be their true selves in ways that they could not do during a typical day in middle school.

Scholarly Significance: Starting early is critical to get Black males interested in STEM. Black male middle schoolers have a unique perspective that can help guide how STEM is taught in schools and the types of experiences they believe are paramount to their belief in having a STEM career. However, as scholars it is important for us to consider their perspectives when creating STEM learning environments. Consequently, findings from this study provide insights to K-12 and higher education professionals on how to foster positive STEM learning environments where the young Black males can be themselves and be in nurturing environments that only expects excellence from them.

Author

• Ramon Goings, University of Maryland - Baltimore County