The Dreamkeepers: Black Men STEM Faculty (Re-)Envisioning STEM Futures for Black Boys

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

Abstract

Purpose
Black people have a disturbing history with science in America. From eugenics substantiated with pseudoscience, to the continued breach of ethics in care. Black Men have arguably been made quantifiable by U.S. society from the days of enslavement to unequal educational preparation (Bacher-Hicks et al., 2021), and increased mortality. However, their voices are not commonly represented in careers, including STEM despite the rhetoric of reform, nor amplified in methods to combat [under]representation in STEM. Even in the context of STEM, Black Men experience racism and dehumanization beginning in their youth (Burgess & Mensah, 2022; Gazley & Campbell, 2020).

Theoretical Framework
Afrofuturism has been utilized to both imagine beyond everyday constraints erected by systemic racism and to dream of a future where living fully is wholly realized (Womack, 2013). Thus, the utilization of Afrofuturistic approaches to support Black men to envision themselves in a future beyond today’s constraints (Womack, 2023) can be used to build hope, resistance (Mosley et al., 2021), and resilience (Authors, 2023) for Black Men in STEM – and hope for Black Boys.

Methods
We utilized critical race methodology to expose deficit-informed research and methods that silence and distort the experiences of people of color and to instead refocus on their racialized, gendered, and classed experiences as sources of strength. Critical race methodology allows us to effectively develop counterstories through the acknowledgment of the obstacles participants face, but to also re-author their stories by highlighting the assets of Black Men navigating historically hostile spaces. Black Men shared insights on what they learned through their own experiences, to shape the future experiences of Black Boys.

Data Sources
Through snowball sampling (Creswell, 2013), 9 Black Men were recruited for this study, and they participated in 60 to 90-minute focus groups where they shared their experiences and advice through journaling and semi-structured interviews.

Data Analysis
A combination of inductive and deductive coding was used for data analysis (Saldaña, 2009). A priori and thematic coding were utilized to help explain experiences that informed Black Men’s persistence in STEM (Merriam & Tisdell, 2016). Three overarching themes were found. The findings are presented through counterstories and used to inform future intervention for Black Boys.

Findings
Participants described the necessity for advocacy and representation in STEM. With clarity that neither the academy nor STEM career spaces were designed with them in mind, participants were steadfast in their human right to exist and to thrive in STEM. Participants named the need for harmful systems to change and provided wisdom to protect the next generation.

Scholarly significance of the study
Institutions have historically dismissed Black Men’s genius and intellect (Brooms & Druery, 2023); however, men must be situated as experts of their destinies in STEM. Black Men have insight into how it feels to matriculate through a U.S. education. They engage in STEM careers and provide career support to populations similar to themselves, despite the obstacles that they face. Researchers must provide practical STEM interventions that center their voices to humanize Black Men in STEM.

Authors

• Takeshia Pierre, Tufts University

• Latoya Haynes-Thoby, University of Connecticut