The Impact of the Racial/Ethnic Socialization of Black Caribbean High School Students’ STEM Perceptions and Motivation

• In Event: Invisible No Longer: Understanding the Experiences of Black Immigrants in the U.S. Educational Landscape

Abstract

Racial/ethnic socialization (R/ES) in Black communities substantially impacts how youth experience the world in light of the unique manifestations of anti-black racism in the US (Bentley-Edwards et al., 2020). The process of R/ES is particularly important when attempting to understand how Black immigrants contend with newfound social pressures and experiences related to race and ethnic identity (Coleman-King, 2014). Learning to navigate these harsh realities and support their children through these experiences is an important yet difficult feat, especially when highly racialized spaces like schools inform Black students’ future prospects. Racial/ethnic socialization is defined by the ways in which families and community members convey messages, whether intentionally or not, regarding their racial and ethnic values, beliefs, and expectations (Coard & Sellers, 2005). Drawing from a larger study on culturally responsive mathematics where we interviewed students and parents to gain their insight into what kinds of culturally relevant content should be explored in math curriculum, it became increasingly clear that Black immigrant participants, Stacy-Ann and Marlon, regularly drew upon their cultural and ethnic backgrounds to frame their values, experiences, and perspectives on STEM education. As a result of these initial findings, we went further to deepen our analysis of data from a subset of the participant pool so that we could further understand how R/ES shaped Black immigrants’ perspective of culturally responsive STEM. We extended our research to include a case study of Stacy-Ann and Marlon, engaging in another 2-hour long in-depth interview and four rounds of coding. Stacy-Ann and Marlon identified as 1.5 and second-generation Jamaican immigrants, respectively. This study was guided by the question, How has racial/ethnic socialization, grounded in students’ heritage and transnational experiences, shaped Black Caribbean high school students’ perception of STEM subjects & STEM motivation? Data were coded using both a priori and thematic coding (DeCuir-Gunby et al., 2011). Codes were also checked across the research team for trustworthiness (Guba & Lincoln, 1985). Findings suggest that participants' parents emphasized content mastery in STEM, which contrasted with the US education system’s prioritization of pacing guides and standardized test preparation. Marlon and Stacy-Ann described feeling dehumanized in STEM classes given that familial exposure to STEM was not just about content, but a way of life. The lack of emphasis on content mastery affected their relationship with STEM in schools. However, parents drew on their learning experiences within the Caribbean context to support their children’s education. Marlon shared, “[My dad] made it…that before I got out of the car in the morning to get to school, I had to say my 1-12 timetable…[in] preschool I knew my times tables to 12, which apparently a lot of kids didn't know so you know, so I had…an advantage.” Additionally, participants identified experiences with parental sacrifice related to time and geographic movement as sending clear messages about academic expectations. Participation in STEM was also through practical means as it was viewed as one way to be in service to their family and community.

Authors

• Takeshia Pierre, Tufts University

• Kenesma John, University of Florida

• Tam'ra-Kay Francis, University of Washington