Content area
Full Text
Abstract
This paper was designed to amplify a growing body of research that implicates minority male identity and interest in science and math learning and preparation for STEM careers. Specifically, this paper draws on both quantitative and qualitative data to examine factors influencing Black Males' college readiness and success in STEM. Blending sociological theories on gender socialization and racialized campus environments, the author identifies several major factors ranging from pre-college STEM self-efficacy to concerted cultivation of Black boy's initial interest and sense of belonging in STEM. Survey data and illustrative quotes from interview participants demonstrate the relevance and significance of these findings and non-cognitive predictors of academic success. Implications for future policy, practice, and research are highlighted.
Introduction
Broadening participation of racially and ethnically underrepresented minorities (URMs) in science, technology, engineering, and math (STEM) fields is a national policy priority in the United States. Case in point, President Barack Obama challenged the nation in a "State of the Union" address to regain its status as the global leader with the highest proportion of postsecondary graduates in the world by 2025 (Obama, 2009). Increasing the number of U.S. citizens who possess the skills and technical knowledge needed to compete globally in an increasingly advanced economy sustains the country's positioning as a global force, secures the nation's homeland, and improves future science and technology innovations.
Meeting this national goal of increasing significantly college degree production rates in highly technical majors such as STEM fields requires us to broaden the talent pool from which we currently draw college students generally and STEM workers specifically. For far too long and too many years, the U.S. has depended upon a STEM workforce that was predominantly male and White (Babeo, 2003). As the predominant complexion of the country continues to change from White to "majority minority," colleges will need to do a better job recruiting (i.e., broadening participation) and retaining (i.e., increasing success) college students in STEM fields such as women, Latinos, Native Americans, and African Americans (or "Blacks," which are used interchangeably throughout this article to refer to individuals whose ancestral origins lie in groups of African descent including African Americans, Africans, Haitians, West Indians, Black Caribbeans, among others). Recruitment and retention strategies will need to be greatly enhanced...