Demystifying the STEM Doctoral Trajectory: The Nexus Between Black Students' Socialization and Persistence in Computing

• In Event: Sheraton Roundtable Session Twelve
  In Roundtable Session: STEM Trajectory Development in Black Education (Table 18)

Abstract

As of 2019, African Americans consist of 5% of all doctoral degree recipients and only 4% of STEM doctorates (National Science Foundation, 2019). Using Felder and Barker’s (2013) Interest Convergence Advising Framework, and Twale, Weidman, and Bethea’s (2016) Socialization of Graduate Students of Color Model, this study elucidates the effect that high faculty-student interaction has on African American STEM doctoral students’ persistence to and through their graduate programs. Applying regression models to data collected from the nationwide Alliance for the Advancement of African American Researchers in Computing (A4RC), our findings show that African American doctoral students’ strong relationship with faculty (a) aids in their ability to construct a positive scientist image and (b) promotes their motivation of pursing STEM careers.

Authors

• LaVar J. Charleston, University of Wisconsin - Madison
  Presenting Author

• Jerlando F.L. Jackson, Michigan State University
  Presenting Author

• Tiaira Porter, University of Wisconsin - Madison
  Presenting Author