Black male success in STEM: A case study of Morehouse College.

Abstract

The purpose of this study is to enhance our understanding of how a Historically Black College and University (HBCU) is cultivating Black male achievement in STEM. In this in-depth qualitative case study, we explore 2 resource-intensive and successful STEM pathway programs at Morehouse College, the only all-male HBCU in this country, as an opportunity to examine the cultivation of Black male STEM scholars. Our study was guided by 2 overarching questions: What opportunities for participation in a rigorous STEM education do the programs provide? What individual and institutional practices contribute to STEM student persistence and learning?

Students Perspectives on Holistic Mentoring Practices in STEM Fields

“…Faculty mentoring of students is particularly important in the STEM disciplines because so much of student socialization is related to working closely with faculty in laboratories (Gasman, Nguyen, Conrad, Lundberg, & Commodore, 2017;Griffin et al, 2010;Palmer, Maramba, & Dancy, 2011). Administrators of diversity programs in STEM noted that faculty are often unwilling to collaborate and engage in diversity programming unless interest-convergence is present, where the faculty members identify a personal benefit to their participation (Baber, 2015).…”

“…Students who experienced positive mentoring relationships with faculty (and also postdoctoral scholars and graduate students) reported greater gains in STEM research skills (Ghee, Keels, Neal-Spence, & Baker, 2016). Scholarship also suggests that building a positive relationship with a mentor in the STEM disciplines may contribute to students' ability to see themselves as scientists (Gasman et al, 2017;James & Carlson, 2012). Developing an identity as a scientist starts early in an educational career (Pinkard, Erete, Martin, & McKinney de Royston, 2017) and can contribute to an individual's long-term persistence in a STEM field (Rodriguez & Lehman, 2018).…”

“…Developing an identity as a scientist starts early in an educational career (Pinkard, Erete, Martin, & McKinney de Royston, 2017) and can contribute to an individual's long-term persistence in a STEM field (Rodriguez & Lehman, 2018). Students benefit greatly from individualized mentoring relationships: relationships where mentors get to know students personally, invest time in their relationships, and demonstrate their interest and care in students (Gasman et al, 2017;Griffin et al, 2010;Luedke, 2017;Schreiner, Noel, Anderson, & Cantwell, 2011).…”

Getting Past the Gateway: An Exploratory Case on Using Utilitarian Scientific Literacy to Support First-Year Students At-Risk of Leaving STEM

“…The intended course outcomes for the students included being able to demonstrate a more complex understanding of contemporary science and acquire the necessary skills to perform science at an advanced level with an interest in pursuing a STEM career. A key component to the scientific literacy course was the upper level student leaders who were there to support and challenge the students because mentorship has been known to be an effective part of student success in STEM [37,38]. Overall, the course was designed to deliver new information to students that will build upon their scientific literacy and retention in STEM.…”

Fostering sense of belonging : a multi-case study of black male retention initiatives.

“…These faculty relationships were imperative to increasing student retention and success among Black male collegians (Barker & Avery, 2012;Bonner, 2001;Brooms & Davis, 2017;Fischer, 2007;Fries-Britt, 2001;Gasman et al, 2017;Hotchkins & Dancy, 2015;Palmer et al, 2010). Students in the study also found support in the BMI Program…”