Guiding Black Male Students' Interest in Engineering Through the Selection of Engaging Technology, Tools, and Activities

• 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: There is very little known about the STEM content and engagement practices in informal learning programs serving middle school Black boys. The purpose of this paper presentation is to shed light on the engineering and technology content used to engage Black boys from an urban school district to consider a career in STEM and the practices that shape their interest in engineering.

Perspectives or Theoretical Framework: The program integrates engineering, technology, entrepreneurship, and mentoring to encourage interest in STEM (science, technology, engineering, mathematics) careers. During the design and implementation of the program, the intentional choices were made around the selection of engineering and technology tools and activities for the program. The major engineering topics were Computer Aided Design (CAD) and programming. CAD was introduced using a 3D design tool. Participants also create simple designs using TinkerCAD and more advanced CAD techniques such as extrusion and fillet using Fusion 360. The MIT App Inventor 2, a graphical programming language was used to introduce computing principles to students.

Methods & Data Sources: This mixed-methods study explored 34 Black male middle school students’ participation in informal STEM programs at a Historically Black College and University (HBCU). The study collected pre and post data 34 student attitude toward STEM survey responses, 28 student instructional survey responses, and six focus group interviews (30 students). The total data from program instructors, and college student mentors consisted of seven instructional survey responses, two instructors, six mentor interviews, and classroom observations. Quantitative (i.e., SPSS) and qualitative (i.e., dedoose) computer software was used to organize, code, and analyze data.

Results: The Black male students’ interest in STEM was shaped by their exposure to and engagement in technology. The balance between instructor-guided skill building technology and engineering lessons and creative application of technology and engineering concepts allowed Black male students to apply CAD and programming knowledge and skills to objects of personal interest. The instructors and students designed projects tied to their experiences or community. The survey and interview results indicate the Black boys enjoyed learning about and using the technology and these experiences positively shaped their interest in, understanding of, and confidence in STEM.

Scholarly Significance: This study sheds light on the technology and engineering content that Black male students found interesting and useful in learning STEM concepts and instructional practices. The content is useful for practitioners and researchers interested in engaging Black male students in STEM and informal STEM programs. K-12 STEM teachers will provide the content and practices useful in teaching Black male students.

Authors

• Jumoke Oluwakemi Ladeji-Osias, Morgan State University

• LaDawn Partlow