Lived Experiences of Low-Income, African American Males in a High School STEAM Academy: Implications for School Counselors

Abstract

Using a qualitative case study approach, this investigation focused specifically on the school and home experiences of low-income, African American males who had attended a career academy focused on science, technology, engineering, arts, and math. With semistructured interviews of individuals and focus groups, we investigated the school and home experiences of African American male former high school students and how these experiences influenced their overall educational pursuit. This study concentrated on the specific research question: What are the unique identities, school experiences, and life challenges of low-income, African American males? Data analysis revealed three salient themes: (a) missing critical school and home supports, (b) searching for significant relationships and role models, and (c) desiring to earn money to provide for their families. Based on these qualitative themes, we offer specific strategies that school personnel, such as school counselors, can use to increase school engagement and success among low-income, African American males.

Representation matters: A case study of ethnic matching aimed at building an environment of success for Black males

“…In fact, many of the participants were eager to be a part of the interviews because they were interested in learning what more they can do to support Black male students in the school. Given the abundance of literature pointing to the need for targeted supports, programs (Fletcher & Moore, 2021; Hines et al., 2021), and activities of Black male students, I believe Stanton Academy has an opportunity to improve the experiences of Black male students in the academy of engineering.…”

Oral History in Evaluation: A New Partnership to Expand and Enhance Both Fields

“…For example, work conducted among African American students attending a STEAM (science, technology, engineering, arts, and mathematics) high school found that the lack of minority students in STEM fields was due to an overall lack of information and exposure to the fields, relatable role models, and support from families who may not understand the value of college. 18 More specifically, because working has allowed their family to survive—and perhaps even thrive—throughout history, they may not understand the worth of going to college or graduate school, and particularly spending money to do so. A longitudinal study of 1,420 undergraduate and graduate minority students from fifty different US universities found that good mentorship and research experiences were positively related to students’ science identity, self-efficacy, and values.…”

Inequitable representation of Black boys in gifted and talented education, Advanced Placement, and special education

“…Equally poignant, when we consider who is thriving in schools, it is White girls—a double congruence that supports the increasing volume of work on diversifying the education profession because representation and racial matching matter (Fletcher, 2014; Fletcher & Hernandez‐Gantes, 2021). Minoritized students achieve at higher levels when they have educators who look like them (Fletcher & Moore, 2021; Fletcher & Tan, 2021), who share their culture (Easton‐Brooks, 2019; Erickson, 2004; Hines, Fletcher, et al., 2022), and who hold high expectations of them (Ford, 2011). Ford (2007, 2012) summarized all studies available on teacher referrals to GATE by students’ race.…”