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There is a shortage of research examining Black male middle school students’ early experiences, content and career exposure, and mentoring in STEM programs at HBCUs. Using Harper’s Anti-Deficit Achievement Framework, this research examined the asset-based pedagogy used to teach middle school Black boys (n=169) using survey data from a more extensive mixed-methods study of STEM programs at HBCUs. Results show that Black boys perceived the instructors and mentors incorporated a relatively high level of engagement and pedagogical practice using transactional strategies (meaningful learning, learning community, teacher student relationship quality). The more Black boys perceived meaningful connections in their lessons, the higher teacher student relationship quality and learning community ratings. The use of the three transactional instructional strategies resulted in Black boys' perceived use of critical thinking in the STEM learning context. As a result of participating in the STEM programs at HBCUs, Black boys significantly increased in STEM-based academic efficacy, specifically in technology. Implications for teachers, teacher educators, and program mentors and instructors in STEM spaces for Black boys are discussed. 

Black boys and men are underrepresented in science, technology, engineering, and mathematics (STEM) fields of study and careers. In response to this problem, scholars and practitioners have created programs with same-race and same-gender mentoring components to increase Black men's presence in STEM fields. Most of the research on culturally responsive mentoring for Black boys have focused on programs in school settings. Drawing from a larger mixed-methods study, we use culturally responsive pedagogy and a youth mentoring theory to study out-of-school STEM programs for Black boys. Findings show that building meaningful relationships and interconnected culturally responsive mentoring and instruction are two important themes in successful STEM mentoring programs for Black boys. The study results expand the existing literature by providing insight into culturally responsive mentoring programs for Black boys in out-of-school settings and STEM spaces.