African American Male Undergraduate Science Identity Development: What Does It Take?

• In Event: Advancing Science Identity Development in Diverse Students at the Intersection of Multiple Constructs and Contexts

Abstract

Two major issues confront higher education today. First, colleges across the nation face declining retention rates (St. Amour, 2020). Secondly, ethnic minorities continue to be underrepresented in STEM fields (Fry, Kennedy, & Funk, 2021). Academic statistics highlight the bleak picture for African American male undergraduates. Among students who started in four-year public institutions, Black undergraduate male students have the lowest completion rate compared to White male undergraduates (Shapiro et al, 2017). Knowledge of key factors that undergird the retention of African American and Black students at four-year institutions is growing, however (Lancaster & Xu, 2017). Research indicates that the following are important: mentoring opportunities (Brittian & Gray, 2014), social experiences that build and include (Hendricks, et al, 2013), academic experiences that scaffold and facilitate growth (Lancaster & Xu, 2017).

Research continues to highlight the vital need for the HBCU environment (Leichter, 2016), not only for its production of STEM graduates [i.e., a third of Black science, math, engineering, and technology (STEM) PhD recipients earned their undergraduate degrees at HBCUs,] but also for providing “cultural context” that increases students’ sense of belonging (Rankins, 2019; Leichter, 2016). Rankins (2019) highlights the impactful work of HBCUs on the sense of belonging vital to students in science, especially Black students. Cohen, Pinchak, and Barnett (2020) highlight the positive physical and mental impact of Historically Black University educational environments for African Americans. How do these academic environments exert their positive impact?

This study, through qualitative design, seeks to investigate an HBCU environment in the southeastern US and confirm the factors presented as vital for young Black men to stay in college, complete their bachelor’s degree, and persist in science careers.

Participants are recruited from an HBCU in the southeastern United States who identify as male and majoring in a science, math, engineering, and technology discipline. Consented participants share in two focus groups of 7-9 persons each across the school year and are asked to share their responses to questions about their experience at the school such as, What factors in the HBCU environment are important for Black STEM undergraduates? What parts of their experience do they report as impactful to their decision to persist in completing their degree and to their identity as scientists? How do Black male STEM-majored undergraduates rate the following factors to their academic and professional identity: attitude, family support, institutional support, a nurturing environment, and peer support? How are these factors operationalized for African American males enrolled in this college/university? What role does this academic environment play for African American male undergraduates in STEM?

Participants' responses reflect the data from Rankins’ 2019 report of the positive impact of the HBCU environment on the students’ sense of belonging. Additionally, findings indicate key experiences that impact development of science identity. The results of this study are useful as educational institutions and STEM organizations continue to identify what helps Black young men persist in STEM careers, thereby increasing ethnic diversity in these areas.

Author

• Carmen Bucknor, Oakwood University