Student Voices and Experiences: Advancing Racial Equity Research in Postsecondary STEM Spaces

• In Event: “For Such a Time as This”: Advancing Racial Equity–Focused Research in Varied Sociopolitical Contexts

Abstract

Advancing racial equity for Black students in postsecondary STEM requires a multifaceted approach that tackles barriers at multiple levels. Implementing inclusive policies and practices at the student and institutional level while centering Black STEM students’ experiences in research can offer a more equitable and diverse STEM landscape. Addressing persistent barriers is a moral imperative for fostering racial equity and addressing the pressing challenges facing our institutions and society.Strategies to promote racial equity research in postsecondary STEM spaces require a deep understanding of students’ unique experiences and needs. This qualitative study explores strategies that center Black students’ voices and shed light on their personal and institutional experiences. Despite increased awareness and efforts to promote racial equity in postsecondary STEM fields, significant challenges must be addressed in advancing research and translating findings into meaningful change.

This paper explores Núñez' (2014) framework of intersectionality. The intersectionality framework is a dynamic tool that helps us understand how identity, space, context, and systems of interlocking power and oppression shape individual experiences. As Garces et al. (2017) point out, intersectionality allows for the fluidity of identities, where one identity can be more prominent at any given time or space. These shifts in identity saliencies could have significant implications for identifying strategies that foster racial equity among Black students.

This study is a qualitative inquiry into racial equity. Integrating in-depth focus groups and other qualitative approaches can provide crucial insights into the lived experiences of Black STEM students. Participants include Black students from institutions in the South majoring in STEM disciplines. The data gathered were coded and analyzed inductively using Lichtman’s (2009) pattern of Three Cs of Data Analysis: Codes, Categories, and Concepts. First, codes were identified based on the data. Second, the codes were grouped into broader categories. Finally, the categories were organized into concepts that reflected the meaning of the collected data.

Research on racial equity in Postsecondary education can illuminate the “leaks” in the educational pipeline that lead to the underrepresentation of Blacks in STEM (Posselt et al., 2017; Whittaker & Montgomery, 2012). Addressing these pipeline issues is crucial for building a more diverse and representative student population (Espinosa, 2011). The themes that emerged from the study included balancing multiple identities, acceptance of institutional views around racial diversity, and feelings of racial isolation or oppression. These narratives suggest that Black students report higher resilience and tolerance levels in postsecondary STEM spaces.

This study’s significance aligns with previous research that advances racial equity. Racial equity research in higher education fundamentally addresses the historical and systemic injustices Black students face. This research can illuminate and address inequities, contributing to broader efforts to create a more equitable and just society. Overall, racial equity research in postsecondary settings is essential for understanding the complex, multilayered barriers that Black students encounter and for developing holistic, data-driven solutions to foster a more inclusive and representative higher education system. This work is critical for advancing racial justice and creating pathways to opportunity for Black students.

Authors

• Andrea L. Tyler, Tennessee State University

• Beatrice Magombana, Tennessee State University

• Ty’Kuan Smith, Tennessee State University

• Ja’Mya Brown, Tennessee State University

• Kaleb Gibson, Tennessee State University