Toward a Mandala of STEM Identity Development in Black (Ethnically Diverse) Undergraduate Students at Historically Black Colleges and Universities

• In Event: Critical Examination of Race, Ethnicity, Class, and Gender in Education: STEM

Abstract

The purpose of this qualitative study is to identify which personal and social attributes may contribute to the development of identity among academically proficient undergraduate students enrolled in science, technology, engineering, and mathematics (STEM) courses at a historically black university. Results of focus groups using a semi-structured interview protocol suggested that the historically black university environment supported STEM identity development by providing recognition by intellectually engaged and motived peers and an inclusive, nurturing academic and spiritual environment. Additionally, many students possessed strong STEM identities resulting from extensive science capital such as rigorous academic preparation, research experiences, and internships, some of which resulted from social capital provided by family and community networks.

Authors

• Karen Benn Marshall, Oakwood University

• Carmen Bucknor, Oakwood University

• Sylvia Margaret Butterfield, National Science Foundation

• Christyn Byrd, Oakwood University