Testing the Brilliance-Belonging Model in HBCU STEM Contexts: Do Established Pathways Hold in Minority-Serving Institutions?

• In Event: AERA Roundtable Session Friday 9:45 am - Gold 4
  In Roundtable Session: Considering Motivational Pathways and Beliefs in STEM and Beyond

Abstract

This study examined whether the Brilliance-Belonging Model, developed in predominantly white institutions (PWIs), operates similarly in Historically Black Colleges and Universities (HBCUs). We surveyed 1,589 undergraduate STEM students at 38 HBCUs about their perceptions of instructor mindset beliefs and practices, their psychological vulnerability, and academic outcomes. Multilevel path analyses revealed that student-perceived instructor mindset beliefs and practices were associated with lower psychological vulnerability and decreased dropout intentions. Growth practices also positively predicted STEM interest. Psychological vulnerability mediated relationships between instructor variables and grades/dropout intentions but not STEM interest. These findings suggest that while institutional contexts matter, fundamental human needs for belonging, competence, and growth transcend specific educational environments.

Authors

• Afiya C. Fredericks, University of the District of Columbia

• Sarah Leckey, University of California - Davis

• Patrice Greene, University of the District of Columbia

• Kali Trzesniewski, University of California - Davis