The participation of Black students in science, technology, engineering,
and mathematics (STEM) fields, is an issue of national concern.
Educators and policymakers are seeking to promote STEM studies and
eventual degree attainment, especially those from underrepresented
groups, including Black students, women, economically disadvantaged, and
students with disabilities. Literature shows that this has been of great
interest to researchers, policymakers, and institutions for several
years (Nettles & Millet, 2006; Council of Graduate School (CGS), 2009;
National Science Foundation (NSF), 2006), therefore an extensive
understanding of access, attrition, and degree completion for Black
students in STEM is needed.
According to Hussar and Bailey (2014), the Black and Latino
postsecondary enrollment rates will increase by approximately 25%
between 2011 and 2022. It is critical that this projected enrollment
increase translates into an increase in Black student STEM enrollment,
persistence and consequently STEM workforce. In view of the shifting
demographic landscape, addressing access, equity and achievement for
Black students in STEM is essential. Institutions, whether they are
secondary or postsecondary, all have unique formal and informal academic
structures that students must learn to navigate in order to become
academically and socially acclimated to the institution (Tyler,
Brothers, & Haynes, 2014). Therefore positive experience with the
academic environment becomes critical to the success of a student
persisting and graduating.
Understanding and addressing the challenges faced by Black students in
STEM begins with understanding the complexities they face at all levels
of education. A sense of urgency is now needed to explore these
complexities and how they impact students at all educational levels.
This book will explore hidden figures and concerns of social
connectedness, mentoring practices, and identity constructs that uncover
unnoticed talent pools and encourage STEM matriculation among Black STEM
students' in preK-12 and post-secondary landscapes.
Section 1-Socialization Social discourse concerning how male and females
are supposed to enact their socially sanctioned roles is being played
out daily in educational institutions. Individuals who chose STEM
education and STEM careers are constantly battling this social
discourse. It is necessary for P-20 STEM spaces to examine and integrate
understanding of socialization within the larger societal culture for
systemic and lasting change to happen.
Section 2-Mentoring A nurturing process in which a more skilled or more
experienced person, serving as a role model teaches, sponsors,
encourages, counsels, and befriends a less skilled or less experienced
person for the purpose of promoting the latter's academic, professional
and/or personal development.
Section 3-Identity Research focusing on identity constructs in STEM has
become more common, especially as it relates to student retention and
attrition. Researchers have been able to use identity as a way to
examine how social stigma can cause students to (dis)identify within
STEM spaces.
