And Still, the Marathon Continues: The Impact of STEM Spaces on Black Men’s Mental Health

• In Event: The Wretched of the Earth? Interrogating Eurocentrism and Reimagining the STEM Futures of Black Learners

Abstract

Purpose
Literature highlights the Black Men’s racist experiences in Science, Technology, Engineering, and Mathematics (STEM) spaces (Burt et al., 2017; Burt et al., 2019; Watkins & McGowan, 2022). Black Men in STEM report instances of hypervisibility, facing stereotypes, racial battle fatigue, and isolation (Burt et al., 2018; Watkins & McGowan, 2022). Scholars have argued that these violent climates have contributed to attrition in STEM fields, especially at predominantly white institutions (Burt et al., 2018; Ma & Liu, 2015). As such researchers have investigated contributors to retention for Black students in STEM fields (Burt et al., 2020; Authors, 2020).

Theoretical framework
This paper explores the impact of hostility experienced by Black Men in STEM spaces on Black Men’s mental health, career self-concept, and career development processes. These experiences informed Black Men’s sense of self, role, belonging, and retention, as they traversed messaging that called for an unending performance of excellence (Authors, 2020). Social Cognitive Career Theory (SCCT) and Critical Race Theory (CRT) are employed as a theoretical framing to more clearly understand and support the well-being of Black Men in STEM.
SCCT (Lent, 2020) provides a unifying lens by which (a) individuals determine career interests, (b) make career choices, (c) pursue career maintenance, (d) attain satisfaction and career well-being, and (e) navigate work changes. While SCCT can aid to broadly explore the impact of social context in career development, CRT was applied to interrogate the experiences of Black men navigating ongoing racism across their career trajectory. CRT grew out of a body of legal scholarship that challenged central narratives regarding the impact of racism in everyday life (Crenshaw et al., 1995; Ladson-Billings, 2013). As such, we employed SCCT and CRT together as both a lens to understand and a mechanism by which to support the well-being necessary to support the well-being of Black Men in STEM.

Data Sources & Findings
This study’s participants included 52 Black Male STEM students and professionals. The participants faced ongoing threats to their psychological safety (Authors, 2022a), preparation (EdBuild, 2019; Authors, 2022b; Ladson-billings, 2017; Ma & Liu, 2015), and belonging (Fletcher et al., 2023). They were clear about their career interests, efforts, and abilities, but the processes toward career satisfaction differ greatly for Black Men in STEM.

Scholarly significance of the study
Research and advocacy on the mental well-being of Black Men STEM Scholars are paramount in dismantling barriers for future STEM-interested scholars. From early collegiate negotiations of “weed-out” courses (Authors, 2020) to post-graduate career success (Ma & Liu, 2015) Black Men face career violence that threatens their well-being and persistence. Researchers are implored to work toward a STEM future that allows for safety, thriving, and opportunity for Black Men in STEM.

Authors

• Latoya Haynes-Thoby, University of Connecticut

• Takeshia Pierre, Tufts University