Increasing STEM Degree Attainment for Underrepresented Populations
Author: Peter M. Plourde
Publisher:
Published: 2016
Total Pages: 166
ISBN-13:
DOWNLOAD EBOOKThis qualitative study implements Critical Race Theory and the use of narrative to investigate reasons why rates of degree attainment in science, technology, engineering, and mathematics (STEM) remain particularly low among underrepresented minority (URM) students. Four African Americans who were formerly STEM majors at predominantly White institutions (PWIs) were interviewed to ascertain reasons why they changed majors or left higher education without reaching attainment in a STEM discipline. The explicit purpose of this research grounded study sought to discern how URMs could be better served within higher education classrooms and campuses to ensure greater numbers successfully enter the STEM workforce with a meaningful credential. A secondary purpose of the study sought to examine the cultural experiences of URM students initially enrolled in STEM degree programs who also identify with the culture of Hip Hop to examine the perceived usefulness of including elements from Hip Hop culture into the culture of STEM or the campus culture as a whole. The implications of this study suggest various supports often implemented for URMs at PWIs are not effective enough to help increase attainment results to acceptable levels among URMs who often view the culture of STEM as particularly unwelcoming and insensitive to issues of race. A lack of a positive mentor and support within STEM was cited by those who left STEM majors for other disciplines perceived as more accepting and nurturing. All of the participants were familiar with Hip Hop culture and expressed favorable attitudes concerning incorporating elements of Hip Hop programmatically into STEM departments where it is noticeably absent.