Uncovering Diasporic Diversity: Community, Support, and the Experiences of Black STEM Students at HBCUs (Poster 42)

• In Event: AERA Poster Session Friday 3:20 p.m.
  In Invited Poster Session: 2025 AERA Undergraduate Fellows Research Poster Fair

Abstract

Historically Black Colleges and Universities (HBCUs) are pivotal in cultivating Black STEM talent, awarding nearly 25% of all Black STEM doctoral degrees despite representing only 3% of U.S. higher education institutions (NSF, 2019). This study examines how HBCUs foster a sense of community among STEM students across the diverse cultural and ethnic identities within the African diaspora. While previous research underscores the importance of community at HBCUs, less is known about how varying Black identities shape that experience.

Using a mixed methods design, Phase I surveyed 1,072 students from 35 HBCUs inquiring about their experiences of a sense of community on their campuses. Phase II included qualitative interviews and focus groups with 11 students from 9 HBCUs, drawn from the survey sample.

Findings highlight that large numbers (75%) of students reported feeling a sense of community on their campuses. Qualitative inquiry uncovered that intentional faculty engagement and peer support enhance students’ sense of belonging. However, shared racial identity alone does not ensure support, as ethnic differences significantly shape student experiences. International students, for example, often report feelings of isolation due to language and cultural barriers.

Future directions include developing inclusive programming and tailored resources to better serve the diverse needs of all Black students at HBCUs and further examining how identity, culture, and community intersect to shape student success. By recognizing the cultural nuance within the Black community, HBCUs can better support all students and create environments where every Black student, regardless of background, can thrive in STEM.

Author

• Niya Alyse Mogheeth, Louisiana State University