Building upon previous National Science Foundation (NSF)-funded research, and research related to STEM persistence and counter-life herstories, this study is part of a larger, longitudinal, mixed-methods sequential, explanatory, NSF CAREER project that examines the influence of community cultural wealth (CCW) on the persistence of Black and Hispanic females in computing majors as they matriculate from middle school into high school, into undergraduate education and into graduate school or the computing workforce. In this preliminary study, Dr. Shetay Ashford-Hanserd, CAREER Principal Investigator (PI) is accompanied by Postdoctoral Scholar, Dr. Lillianna Carrera, to illuminate Black and Hispanic women’s educational trajectories and lived experiences that have influenced their persistence in undergraduate computing education at a Hispanic Serving Institution in Texas. Data collection instruments include the reliable ACCEYSS STEM+C majors survey instrument and counter-life herstories interview protocol. To provide an anti-deficit understanding of how Black and Hispanic women access their strengths to survive and resist forms of oppression, the CCW model is utilized as a theoretical framework. The CAREER PI modified the CCW model to include spiritual capital because it serves as a critical source of fortitude and resilience in the Black and Hispanic communities. Research findings will highlight how CCW influences Black and Hispanic women’s persistence in computing education in response to our collective need to better support this population in their attainment and representation in STEM+C disciplines.
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Drawing on Internal Strengths and Creating Spaces for Growth: How Black Science Majors Navigate the Racial Climate at a Predominantly White Institution to Succeed
To support Black students in earning undergraduate science degrees, faculty need to understand the mechanisms that Black students use to succeed. Following an anti-deficit achievement approach, we used the community cultural wealth framework to investigate the strengths that Black undergraduates bring to their science majors. Community cultural wealth consists of capital or “knowledge, skills, abilities, and contacts” that students of color can use in their education. Through participatory action research, we studied academically successful Black science majors in the final year of their undergraduate degrees at a research-intensive predominantly white institution (PWI; n = 34). We collected data using a demographic survey and two semistructured interviews. Three themes emerged from content and thematic analysis. First, Black science majors use their capital to navigate the racial climate at a PWI. Second, Black students use internal strengths as capital to succeed in their science majors at a PWI. Third, Black science majors create virtual and physical spaces where they can share their capital and thrive at a PWI. We use our results to offer suggestions for researchers and instructors who want to take action to support the success of Black science majors.
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- Award ID(s):
- 1831153
- NSF-PAR ID:
- 10350968
- Editor(s):
- Brame, Cynthia
- Date Published:
- Journal Name:
- CBE—Life Sciences Education
- Volume:
- 21
- Issue:
- 1
- ISSN:
- 1931-7913
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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- Free Publicly Accessible Full Text
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Accepted Manuscript1.0
- Journal Article:
- https://doi.org/10.1187/cbe.21-02-0049
