Challenges & supports for African American STEM student persistence: A case study at a racially diverse four-year institution

Abstract

This qualitative case study examined the experiences of twenty-five African American students in STEM majors, at different junctures in their program of study. The students were interviewed in focus groups guided by a semi-structured interview protocol. Several themes emerged to describe the dynamic factors that both weakened and strengthened student perseverance and on-time degree completion. Themes describing barriers to degree completion include: Ambivalence toward the teaching and learning environment; weak, formal, relationships with faculty, inadequate preparation for challenging classes; large classes and infrequent class offerings; and frustration with academic advising. Themes describing the militating factors include: peer support, student organizations, and mentoring. Particularly, the findings illuminate the importance of academically meaningful social activities for African American students enrolled in STEM majors.

Publication Title

Journal of Negro Education

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