A phenomenological and ecological perspective on the influence of undergraduate research experiences on Black women’s persistence in STEM at an HBCU.

Abstract

Research investigating retention in science, technology, engineering, and mathematics (STEM) attends to environmental and programmatic influences on student persistence. Examining these structures affords the creation of generalizable opportunities that promote sustained STEM engagement. In attending to the experiences of 5 Black women participating in a STEM undergraduate research program housed at a Historically Black University, this article explored structural influences on Black women's identity expression as it relates to their STEM engagement. Applying Phenomenological Variant Ecological Systems Theory to qualitative methodology, the influence of an antagonistic, oppressive STEM culture on Black women's identity expression and participation emerged, detailing the extent to which the institution and STEM programming combat and perpetuate said culture. Implications for creating and replicating STEM programming are provided.

“Peeling back the layers”: A deeper look at the diversity among Black students at historically Black colleges and universities.

“…Moreover, Williams and Johnson (2019) found that faculty feedback and course-related engagement with faculty outside the classroom were predictors of quality relationships with faculty for Black women at a public HBCU. Similarly, in a study with five Black women participating in a Science, technology, engineering, and mathematics (STEM) program at an HBCU, Morton (2020) found that while participants perceived the HBCU environment as supportive, they found the STEM department lacked female professors, specifically Black women.…”

A critical‐ecological approach to STEM P‐20+ advising

“…The application of PVEST to STEM education research and practice demonstrates the interconnectedness between learners' identity, their perception and understanding of STEM learning environments and the extent to which their identities are valued or rejected in those spaces (e.g., McGee & Pearman, 2015; Morton, 2021). PVEST has also been used to attend to learners' metacognitive, cognitive, and behavioral responses in STEM given their perceptions and understandings of the self, separate from and in relation to the broader STEM ecosystem (e.g., Corwin et al, 2020; Morton, 2021). This includes insight on the structure of STEM learning environments, how it shapes learners' decision‐making regarding persistence or attrition, and the various resources and challenges present within that learning environment that should either be enhanced or transformed.…”

“A Place to Be Heard and to Hear”: the Humanities Collaboratory as a Model for Cross-College Cooperation and Relationship-Building in Undergraduate Research

“…UR is less available to students in the humanities (Schantz, 2008;Grobman & Kinkead, 2010;Crawford & Shanahan, 2019), to those outside of wellresourced four-year universities (Hu et al, 2007;Hensel & Cejda, 2014;Mathatmya et al, 2017;Hewlett, 2021), and to historically excluded students, including Students of Color, first-generation students, low-income students, and disabled students (Ishiyama, 2007;Castillo & Estudillo, 2015;Lockett et al, 2020). Outcomes of innovative existing UR programs designed for historically marginalized students and less visible institutions, for example Community Colleges (Grobman, 2010;Perez, 2003;Cejda & Hensel, 2009;Hewlett, 2021) and HBCUs (Kendricks & Arment, 2011;Owerbach & Oyekan, 2015;Perna et al, 2009;Morton, 2020), are likewise underrecognized in the broader field of higher education (Koch et al, 2014, p. 39). This disparity is especially concerning as considerable research has shown that UR has a greater positive impact for historically excluded students (Kardash et al, 2008;Kuh, 2008;Gregerman, 2009;Jones et al, 2010;Greer, 2010;Malotky et al, 2020).…”