SEEKING EQUITY IN STEM: BLACK HIGH SCHOOL STUDENTS
Date
2021-05
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Abstract
This study was an examination of current Black participation in STEM and education. The purpose of this mixed method research study is to understand the possible reasons for low
enrollment rates for Black high school students in STEM secondary courses. A historical perspective on the marginalization of this sub-group first established the relevance of this study. The research methods involved using a broad survey of students at an urban high school in Southern California, followed by an interview of Black students who were open to sharing their past experiences. The distinct age groups of the populations came from the 11th and 12 grade classes, with a reliable percentage of the population participating. Comparisons were given between the different sub-groups who partook in the survey, to delve into any differences in how Black students at the school perceived themselves, received class information, and motivation to take upper division STEM courses. The study found that Black students were represented in required STEM classes and underrepresented in high school STEM electives. Doubt, lack of encouragement and ineffective recruitment contributed to low participation. It also found apathy and an entrenched mindset of distress, which created a cyclical effect fueling a culture of exclusion. Lastly, the fear of failure, isolation and minimal support kept Black students out of these classes and subsequently out of the path to STEM careers.