When Sisterhood meets Opportunity: A Longitudinal Study of Educational Access for Black Women in STEM

• In Event: 40820 - Section on Sociology of Sex and Gender Roundtables
  In Refereed Roundtable (60 minute): Table 13: Gender and Education

Abstract

Historic and ongoing discriminatory housing and school funding policies maintain severe underfunding of many K-12 public schools with predominately students of color from low-income contexts (Lukes & Cleveland, 2021; Baker et al., 2022). Consequently, science, technology, engineering, and math (STEM) programs in these schools often lack adequate resources and support (Morales-Doyle & Gutstein, 2019). Despite considerable efforts to diversify the STEM pipeline, Black women remain vastly underrepresented in STEM education and careers (National Science Foundation, 2023). The lack of representation, mentorship, and support networks further exacerbates Black women’s marginalization in STEM education (McGee & Bentley, 2017; Nkrumah & Scott, 2022). Recognizing these challenges, some educators and institutions have developed STEM-focused out-of-school time (OST) programs to address these racialized and socioeconomic disparities in educational access (King & Pringle, 2019).

This longitudinal convergent mixed methods comparative case study examines the life outcomes and narratives among 20 years of participants and non-participants in a free, OST STEM program in one of the largest and most impoverished cities in the United States. To uncover supportive factors as well as barriers for Black women in STEM, this research probes the experiences of Black women in a critical phase of workforce participation when BS/BA-credentialed women establish and develop their careers (ages 26-46). Our findings compare outcomes and life trajectories between the control and study groups and draw associations between participants’ long-term outcomes and how they correlate their experiences in the OST STEM program with other socio-cultural factors in their lives.

Our findings show that (1) the program fosters a sisterhood, strengthening Black women's self-efficacy in STEM; and (2) exposure to new STEM and life experiences instills entrepreneurial habits, supporting persistence through educational and career barriers. Quantitative results demonstrate an increase in educational attainment, financial earnings, and health outcomes. Recommendations for OST STEM programs are included.

Authors

• Cianni Williams, Drexel University

• Kimberly Sterin, Drexel University

• Ayana Allen-Handy

• Jacqueline Genovesi

• Loni Tabb

• Janai Keita

• Dominique Thomas

• Kimberly Godfrey

• Sabrina Afroz