Critical Inquiry into Urban African-American Students’ Perceptions of Engineering

Abstract

The purpose of this study was to critically examine the perceptions that African-American high school students have towards engineering. A qualitative research design using criterion sampling and snowballing was used to select seven African-American students from urban high schools to participate in the research. Semi-structured interviews were used to collect data from participants attending urban high schools on the east and west coast. Using Critical Race Theory (CRT) as the theoretical framework, the study was able to produce "emergent themes" from collected data. Findings from this study will help researchers understand how African-American students may perceive the field of engineering.

Strategies for Increasing Diversity in the Ocean Science Workforce Through Mentoring

“…For example, in partnership with COSEE-OS (Centers for Ocean Sciences Education Excellence -Ocean Systems), IBP created the "Be Inclusive II" and "Positive Factors" workshops focused on illuminating evidence-based positive factors, already mentioned in this article, that research indicates support students in successfully entering STEM fields and persisting in educational and professional pathways to STEM careers. From early exposure to STEM fields during the K-12 years to mentoring and a community of support for graduate students, the positive factors that can impact the student experience and build a foundation for future engagement and success in STEM careers are numerous and can be intentionally cultivated (Fullilove and Treisman 1990;Oakes, 1990;Ladson-Billings, 1995;Nelson-Barber and Estrin, 1995;Shujaa, 1995;Colbeck et al, 2001;Rolon, 2003;Stevens et al, 2004;Perna et al, 2009;Denson et al, 2010;Fries-Britt et al, 2010 . This project is co-sponsored by NSF, AGU, the National Association of Geoscience Teachers, and the Geological Society of America.…”

“…Specifically, a number of positive factors have been demonstrated to foster increased URM engagement throughout the STEM educational pathway. These factors include, but are not limited to: (1) early exposure to STEM fields during K-12 years (Fullilove and Treisman, 1990;Oakes, 1990;Fries-Britt et al, 2010); (2) culturally relevant pedagogy and science relevancy (Ladson-Billings, 1995;NelsonBarber and Estrin, 1995;Shujaa, 1995;Rolon, 2003;Denson et al, 2010); (3) self-efficacy in STEM (Colbeck et al, 2001;Stevens et al, 2004;Perna et al, 2009); (4) authentic science engagement (PCAST, 2012); (5) availability of role models (Committee on Underrepresented Groups and the Expansion of the Science and Engineering Workforce Pipeline et al, 2011); (6) participation in afterschool and summer learning opportunities (Howard-Brown and Martinez, 2013); and (7) having mentors (Pfund et al, 2006; Committee on Underrepresented Groups and the Expansion of the Science and Engineering Workforce Pipeline et al, 2011). Of the positive factors listed…”

Table of Contents

“…R ESEARCH SHOWS THAT SEVERAL FACTORS in kindergarten through grade 12 hinder or contribute to racial and ethnic minority students' success in the STEM circuit. One central factor that limits their success in the STEM circuit is their inadequate levels of academic preparation for college (Anderson, 1996;Astin and Astin, 1992;Bonous-Hammarth, 2006;Chang, Cerna, Han, and Sàenz, 2008;Denson, Avery, and Schell, 2010;Fenske, Porter, and DuBrock, 2000;Grandy, 1998;Maple and Stage, 1991;Moore, 2006;National Science Foundation, 2006;Seymour and Hewitt, 1997). Moreover, a number of factors in K-12 contribute to racial and ethnic minority students' lack of academic preparedness for college-level work in STEM (Bonous-Hammarth, 2006;Denson, Avery, and Schell, 2010;Grandy, 1998;Hrabowski and Maton, 1995;Lewis, 2003;May and Chubin, 2003;Moore, 2006;Seymour and Hewitt, 1997).…”

“…A preponderance of research illustrates that success in the STEM circuit is based on adequate academic preparation for college-level work in STEM (Bonous-Hammarth, 2000Denson, Avery, and Schell, 2010;Grandy, 1998;Hall and Post-Kammer, 1987;Oakes, 1990;Rendón and Triana, 1989). Specifically, the mathematics and science courses that students take before college determine who will receive further training in STEM fields (Anderson, 1996;Astin and Astin, 1992;Chang, Cerna, Han, and Sàenz, 2008;Denson, Avery, and Schell, 2010;Fenske, Porter, and DuBrock, 2000;Maple and Stage, 1991;Maton, Hrabowski, and Schmitt, 2000;National Science Foundation, 2006). For example, using data from the National Education Longitudinal Study (NELS: 88/00), which sampled more than twelve thousand students in eighth grade and tracked them for twelve years, Adelman (2006) found that the academic intensity of students' high school curriculum was a more powerful predictor of their ability to complete the baccalaureate degree than any other precollege factor.…”

Attraction and Retention of Inner-city Under-represented Minority Students for Careers in STEM: Parent Perspectives

“…Since university resources such as human capital, computing and lab equipment, infrastructure and administrative structures are located on university campuses, it is much easier to implement, manage and assess programs at the collegiate level. Several research studies however have also suggested that the best predictor of academic success at the college level is the rigor of academic instruction at the K-12 level [1,2,3,4,5]. Unfortunately, under-represented minorities in STEM, particularly those from low income households, are more likely to be in programs with insufficient academic rigor [2,5,6,7].…”