Minority Serving Institutions. Pathways into the Profession of African American Science and Mathematics Teachers from HBCUs

• In Event: AERA Teachers of Color Handbook Session 1

Abstract

The purpose of this qualitative interview study is to examine pathways into the profession of African American science and mathematics teachers who were undergraduate students at Historically Black Colleges and Universities (HBCUs). The broad research questions guiding the study are: what are the salient experiences and people within the teachers’ pathways that are related to their becoming a teacher? And what is the role of HBCUs in preparing the teachers? In total, 20 teachers are included: 11 science and 9 mathematics teachers; and 10 women and 10 men. Thematic content analysis of the interview data revealed three themes, including that HBCUs played a large role in STEM education and personal development of teachers, and less of a role in their professional preparation as teachers. Implications for teacher preparation programs and policy are discussed.

Authors

• Kimberley Edelin Freeman, Howard University

• Cynthia Eileen Winston, Howard University

• Oral B. Grant, Howard University