Exploring the Intersectionality of Problem-Solving Preferences, Expressed Behaviors, and Identity Upon Academic Degree Matriculation, Through the Cognitive Socio-Behavioral Perspective Lens

Abstract

This manuscript introduces the Cognitive Socio-Behavioral Perspective (CSBP) to analyze cognitive and psycho-social dynamics in African American males pursuing STEM and agriculturally-related degrees. While motivation, problem-solving, critical race theory, and identity are common research themes, their integration into student retention remains limited. Drawing from adaption-innovation theory, critical race theory and the organismic socio-behavioral perspective, the CSBP model explores the reciprocal nature of these processes and addresses African American underrepresentation in STEM. The study delineates four key themes: motivational factors and retention challenges, belonging experiences, mentorship as coping, and navigating multiple identities in STEM. These themes emphasize the need for tailored retention strategies and culturally competent mentorship to support African American males in STEM education and workforce participation, offering insights for policy and practice.