Black American Undergraduate Women at a PWI: Switching Majors in STEM

Abstract

IntroductionThe well-documented academic achievement gap and lack of representation of African American or Black American students in Science, Technology, Engineering, and Mathematics also known as STEM fields is a matter of increasing concern (Fields, 1998; Green, 2008; O'Brien, Martinez-Pons, & Kopala, 1999; Parsons, Travis, & Simpson, 2005). The underrepresentation of Black American students in STEM fields has been a concern for science educators, researchers, and policy makers for over two decades (HaunFrank, 2011). It is essential for the U.S.A. to continue to promote STEM advancement and diversify the STEM workforce. (Green & Glasson, 2009).Unfortunately, Black Americans encounter negative experiences in scientific fields which is cause for their low representation in the sciences (Green, 2008; Green & Glasson, 2009). Many of these students start in science majors and don't complete their majors because they get lost in the science pipeline (Green, 2008; Green & Glasson, 2009). It is important to note that research reports by the National Science Foundation (2015) consistently outline the disparities between Black Americans in science relative to students from other racial/ethnic groups (e.g. White, Asian). According to research by the National Science Foundation (2015) whites' science and engineering degree attainment has recently declined, however, white students degree attainment still outpaces that of ethnic minority students.Black American Students: Barriers to Their Persistence in STEMThere are a number of barriers to the persistence of Black Americans in science and mathematics on the precollege level and STEM fields on the college level (Allen, 1992; Atwater, 2000; Carlone & Johnson, 2007; Hrabowski, 2002; Hrabowski & Maton, 1995; Hrabowski, Maton, & Greif, 1998; Lewis, 2003; Maton, Hrabowski, & Schmitt, 2000; Russell & Atwater, 2005; Seymour & Hewitt, 1997; Smith & Hausfaus, 1998). There is much research that outlines factors that contribute to persistence (switching majors) for Black African Americans which includes lack of preparation for the college science classroom, alienation and isolation at PWIs, (Brown, 2000; Green, 2008; Hrabowski & Maton, 1995; Hrabowski et al., 1998; Russell & Atwater, 2005; Seymour & Hewitt, 1997), and myths of intellectual inferiority for Black Americans (Hall-Greene, 2000 as cited in Greene 2008; Herrnstein & Murray 2010; Jensen, 1969; Moore, 2000 as cited in Green, 2008).Black American students encounter institutional factors that adversely impact their persistence in science-related majors and their talents are often wasted as they are discouraged from participating in STEM at predominantly white institutions (Green & Glasson, 2009). Furthermore, research studies on Black Americans in STEM clearly delineates the marginalization talented Black African American students encounter at predominantly white institutions and the weeding out ideology which is often the unfortunate message conveyed to racial and ethnic minorities, (Green, 2008; Seymour & Hewitt, 1997). This also conveys the message that the sciences are not for everyone but a select few, perpetuating the paradigm that science is just for white males. For example, the Draw A Scientist Test (DAST) experiment (Chambers, 1983) is done in classrooms with students across grade levels and consistently the perception of scientist is that of the stereotypical white, male, crazy-haired scientist with a lab coat, glasses, beakers and a pocket protector.Moreover, research demonstrates that academic persistence and success on the college level can be attributed to participation in advanced science and mathematics courses during the high school college preparatory program (Atwater, 2000; Brown, 2000; Connell & Lewis, 2003; Hrabowski et al., 1998; Russell & Atwater 2005; Seymour & Hewitt, 1997). Much research on curriculum tracking has found that advanced science and mathematics courses often serve as gateways to science-related degrees and, consequently, careers in STEM-related occupations. …