Journal ArticlePILLARS OF SUCCESS: THE ROLE OF HISTORICALLY BLACK COLLEGES AND UNIVERSITIES (HBCUs) IN STEM UNDERGRADUATE PREPARATION LEADING TO GRADUATE SCHOOL PATHWAYSJefferson, Jay; Park, Sung Eun; Fletcher, Trina; Strong, Alexandra Coso; Nicholson, Simone; Moten, Jade R<p>Historically Black Colleges and Universities (HBCUs) operate and are centered within the nexus of concerted nationwide efforts to advance the participation and success of Black students within the sciences, technology, engineering, and mathematics disciplines (STEM). Through an institution-levelasset-based approach, this study aimed to further elucidate how undergraduate STEM preparation and success at HBCUs is linked to the transition into (and experiences within) graduate education. One hundred and fifty-one HBCU alumni from 37 unique HBCUs completed our HBCU Alumni Success survey. Factor analysis revealed 13 emerging components along three main touchpoints along alumni's graduate pathway: their HBCU undergraduate experiences, graduate application, and decision-making, as well as graduate school experiences. Cluster analysis further identified five unique clusters of alumni, revealing variation regarding the individual, institutional, and cultural factors that contributed to HBCU alumni's experiences within their graduate pathway. Specific attributes that characterized each unique cluster included (Cluster 1) experiencing challenges throughout theirgraduate pathway, (Cluster 2) variation in the sources of motivation that influenced graduate school choice, (Cluster 3) deliberation around attending graduate school, (Cluster 4) high commitment, success, and support in pursuit of a graduate degree, and (Cluster 5) high personal agency as well as faculty and research support within engineering. Implications for practice include capitalizing on the areas of success such as the impact of faculty mentorship and research opportunities.</p>Begell House2024-01-0110566267Journal of Women and Minorities in Science and Engineering3051 to 401072-8325https://doi.org/10.1615/JWomenMinorScienEng.20230439441923229National Science Foundation