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University-industry partnerships (UIPs) in STEM expand opportunities for students and incorporate industry experiences into the academic enterprise. While UIPs have increased, few studies explore marginalized students’ experiences within industry settings. Our study addresses this literature gap with an emphasis on Black women in computing from HBCUs. We utilized the Role Strain and Adaptation Model for Black Women’s STEM Success and phenomenological approaches to explore challenges that many Black women encounter in UIPs—specifically structural inequities at the intersection of race and gender; macroaggressions and imposter syndrome. Implications for practice, research, and policy are discussed while noting increasingly complicated climates for diversity efforts. 

Given a need for scale development concerning the intersectional experiences of Black women in computing, this preliminary study seeks to design such a measure while focusing on intersectionality within three domains—structural, political, and representational. 

This chapter focuses on the experiences of Black undergraduate women, with an emphasis on factors that hinder and help to promote their successful progression to STEM degrees. In doing so, the chapter explores existing research concerning how their experiences may be shaped by their gender and race, as well as the combination thereof. The chapter begins with some important contextual information to frame the discussion of literature that follows. This entails defining STEM as a concept, as well as a discussion of the national STEM policy agenda. The second section of the chapter provides a thematic review of current higher education literature concerning Black women’s experiences in STEM, detailing frameworks that are common in the literature and covering issues such as the complexities of race-gendered stereotypes in STEM, along with Historically Black Colleges and Universities (HBCUs) and Black women’s STEM experiences. The third section of the chapter proposes a conceptual framework that combines the literature concerning Black women’s challenges pursuing STEM degrees and their sources of support to better understand how both can ultimately impact their STEM success. The chapter closes by highlighting important limitations in existing research and offering suggestions for future work. 

This study explores whether domestic and international students differ in their perceptions of institutional environments, particularly as it relates to issues regarding diversity. In general, the findings suggest that domestic students 1) have less favorable impressions of the overall campus climate and 2) generally reported that the campus and department climates for diversity were less accepting of different demographics. Implications for research, policy and practice are discussed with a focus on creating more equitable institutional environments for underrepresented groups. 

In the midst of an expanding knowledge-based economy, there remains a policy emphasis on increasing the number of professionals in science, technology, engineering, and mathematics (STEM) within the United States. In addition to a general interest in increasing STEM pathways for all students, there have been concentrated efforts to expand opportunities and STEM-related academic achievement for Black and Latinx students because of their underrepresentation in many of these fields. This critical quantitative study employs large-scale national data to examine an important outcome for Black and Latinx students’ STEM academic trajectories—their math achievement during high school. A strength-based role strain and adaptation approach is employed to investigate how students’ math challenges and math-related multilevel strengths (i.e., positive psychological attributes and social supports) combine to influence their math achievement. Furthermore, we examine how the relationship between students’ strengths and achievement may be moderated by their prior math challenges. The findings suggest that some aspects of Black and Latinx students’ strengths (e.g., math identity, math self-efficacy, and math-related social support) are positively related to their achievement; however, in some instances, the nature of these relationships may differ according to students’ prior math challenges. Based upon these findings, the authors advance a theory of strain-induced performance–perception misalignment that emphasizes how students’ prior math challenges may create a barrier to the potential benefits of positive math-related psychological orientations. Implications for the following are discussed: theory; educational practice regarding social supports and the need to change educators’ psychological dispositions; and opportunity gaps and STEM education policy. 

While much is known about how Black students negotiate and navigate undergraduate studies, there is a dearth of research on what happens when these students enter graduate school. This article presents the results of a study of 21 Black male graduate students in engineering from one highly ranked research-intensive institution. This article provides evidence of structurally racialized policies within the engineering college (e.g., admissions) and racialized and gendered interactions with peers and advisors that threaten Black males’ persistence in engineering. We argue for taking an anti-deficit approach to understanding Black males’ persistence in engineering. We conclude with implications for policy, practice, and research that could further improve the scholarship and experiences of Black males in engineering graduate programs.