首页|THE BLACK CULTURAL STUDENT STEM SUCCESS MODEL: A FRAMEWORK FOR BLACK STUDENTS' STEM SUCCESS INFORMED BY HBCU ENVIRONMENTS AND BLACK EDUCATIONAL LOGICS
THE BLACK CULTURAL STUDENT STEM SUCCESS MODEL: A FRAMEWORK FOR BLACK STUDENTS' STEM SUCCESS INFORMED BY HBCU ENVIRONMENTS AND BLACK EDUCATIONAL LOGICS
扫码查看
点击上方二维码区域，可以放大扫码查看
原文链接
NETL
NSTL
There has been a long-standing policy push to increase the number of students in STEM fields, along with targeted efforts to diversify STEM professions, and enhance participation for certain racial/ethnic groups as a part of an overarching strategy to bolster STEM pathways. One important goal is to increase the number of future Black STEM professionals-a group that continues to be underrepresented in multiple STEM fields. While efforts to increase STEM participation involve many points on the education continuum, higher education is a critical conduit between academic training and the STEM workforce. In this context, it is important to note that historically Black colleges and universities (HB-CUs) have traditionally produced a disproportionate number of Black STEM graduates, often doing so with limited resources. HBCUs are known to create racially affirming environments for Black students. However, there has been limited scholarship on the educational practices therein which promote Black students' STEM success. In this paper, we begin to address the dearth of theoretical literature related to HBCU STEM environments. We discuss extant HBCU STEM literature through the lens of Black educational logics-a set of sensibilities concerning the sociocultural and structural characteristics of HBCUs. We established this lens by synthesizing two theoretical frames: triple quandary-a social psychology theory developed to describe the unique socialization agenda for Black people in America, and the concept of institutional logics, which details the guiding ideologies that shape behavior and practices within organizations. Grounded in this literature, we offer the Black cultural student STEM success (BCS3) model to explore how Black educational logics shape Black students' STEM success at HBCUs. Implications for organizational transformation and STEM higher education policy are discussed.
STEMhistorically Black colleges and universitieseducational practicesminority-serving institutionscampus environments
Krystal L. Williams、Leonard D. Taylor
展开 >
The University of Georgia, Louise McBee Institute of Higher Education, Meigs Hall, Athens, Georgia 30602, USA
Auburn University, College of Education, 3084 Haley Center, Auburn, Alabama 36849-5218, USA
2022
Journal of women and minorities in science and engineering
NETL
NSTL
