Promoting Success in the HBCU Context: Faculty Perspectives on Supporting the Development of Underresourced STEM Students

• In Event: Empowering Pathways: Racialized Realities of Mentorship, Belonging, and Advising in STEM

Abstract

Historically Black colleges and universities (HBCUs) disproportionately serve students from under-resourced backgrounds, providing essential pathways for learners to earn degrees in science, technology, engineering, and mathematics (STEM) disciplines and advance toward graduate study or the workforce. This research explores faculty perspectives on promoting student success through National Science Foundation (NSF) S-STEM programs at HBCU campuses. Using thematic analysis, we examine data from interviews with S-STEM program leaders to understand the components and strategies of these programs at nine institutions. Preliminary results include three major themes related to HBCU STEM student development: 1) Faculty Engagement through S-STEM Programming, 2) Peer Engagement through S-STEM Programming, and 3) S-STEM Provides Applied or Experiential Learning Opportunities. Implications for institutional leadership and practice are discussed.

Authors

• Chaunte L. White, American Institutes for Research

• Brittany Boyd, American Institutes for Research

• Mercy Mugo, Qem Network

• Ivory A. Toldson, Howard University