Lift Every Voice in STEM: Amplifying HBCU Student Perspectives to Inform Institutional Repair

• In Event: Voices of Resistance and Resilience: Amplifying Equity and Empowerment for Students of Color in Higher Education

Abstract

Historically Black College or Universities (HBCUs) provide essential pathways for under-resourced learners to earn degrees in science, technology, engineering, and mathematics (STEM) disciplines. To understand the experiences of this student population, we conducted and analyzed focus groups with HBCU STEM students from low-income backgrounds. Three major themes were identified though the preliminary data exploration: 1) Faculty and staff help students navigate campus life; 2) Faculty want students to succeed; and 3) Students value social and academic support of peers. Williams and Taylor’s (2022) Black cultural student STEM success model inform the analysis and provides contextual support for the findings. Implications for repairing educational inequality through higher education policy and practice are discussed.

Authors

• Chaunte L. White, American Institutes for Research

• Deeza-Mae Smith, American Institutes for Research

• Rose Sisay, American Institutes for Research

• Mercy Mugo, Qem Network

• Ivory A. Toldson, Howard University