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Researchers have emphasized how the high school STEM-themed career academy model benefits ethnically and racially diverse learners by promoting positive STEM identities and raising the interest of students to pursue STEM college and career pathways. The purpose of this study was to examine the reasons why Black boys participated in a high school academy of engineering. We were also interested in identifying academy features that helped promote (or inhibit) positive STEM identities among Black male students. In this qualitative study, we used data from 17 Black male high school academy of engineering students. We analyzed the interview transcripts using a constant comparative method. Using an embedded case study approach, we compared our findings to the community cultural wealth (CCW) factors and the factors that researchers have found to influence students’ STEM identities. We found that the participants brought six forms of capital with them that served as sources of motivation to participate in the program. The forms of capital that were related to the CCW framework included aspirational, familial, navigational, resistance, and social. While we did not uncover linguistic capital in our data analysis, we did find an additional source of capital that was not reflected in the CCW framework. We found that the Black boys had natural STEM talent based on the formation of STEM identities. The students had high aptitudes in STEM-related subjects, and they were engaged by participating in hands-on activities. We recommend that schools integrate STEM curricula for Black boys and provide Black men to serve as STEM role models through guest speaking opportunities, job shadowing, mentoring, internships, and other work-based learning experiences.
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“I know what I need to learn”: The intersection of aspirational and navigational capitals for marginalized‐identity STEM students
Abstract BackgroundThe community cultural wealth (CCW) theoretical framework recognizes the assets of oppressed communities. Within the framework, aspirational capital refers to the hope to achieve in the face of systemic barriers, while navigational capital includes tactics engaged to progress within institutions that were not designed for equitable achievement. This study explores where aspirational capital and navigational capital overlap (a frequent and theoretically relevant occurrence) for marginalized‐identity (MI) STEM (science, technology, engineering, and mathematics) students. PurposeThis study provides insight into the experiences of higher education for MI students. Understanding students' deployment of navigational and aspirational capitals can direct change within institutions. Design/MethodThis analysis draws on 51 semi‐structured interviews with 26 participants. Multiple rounds of qualitative coding and shared meaning‐making among authors support the present findings. ResultsWhen aspirational capital and navigational capital overlap in student experience, three themes emerge. First, MI students use individualized actions to meet their goals; their extreme self‐reliance and engagement of priorities and milestones are key. Second, intrinsic motivators echoing meritocratic narratives encourage students. These narratives emphasize the value of hard work and taking advantage of opportunities. Finally, external forces, including institutionally based experts and culture, reflect aspirational and navigational capital engagement that support the individual's approaches and mindsets. Each finding includes nuance based on demographic categories. ConclusionsMI students draw on aspirational and navigational capital for support in postsecondary education. Recognition of CCW components and strategies shifts the responsibility of equitable student experiences and academic success to institutions and stakeholders in STEM higher education.
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- Award ID(s):
- 1742056
- PAR ID:
- 10500641
- Publisher / Repository:
- Wiley Blackwell (John Wiley & Sons)
- Date Published:
- Journal Name:
- Journal of Engineering Education
- Volume:
- 113
- Issue:
- 2
- ISSN:
- 1069-4730
- Format(s):
- Medium: X Size: p. 488-508
- Size(s):
- p. 488-508
- Sponsoring Org:
- National Science Foundation
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