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It is no secret that the retention of students majoring in Science, Technology, Engineering, and Mathematics (STEM) has presented itself to be a challenge across the country. The National Science Foundation (NSF) allots substantial funding annually towards this effort. Jackson State University’s (JSU) Students Understanding Chemistry Concepts to Enhance STEM Skills (SUCCESS) Program is one such effort funded by the NSF. While the JSU Department of Biology had over 900 majors in 2016, data suggested that less than 23% would graduate with a bachelor’s degree within six years of entry. According to data obtained, the first four chemistry courses, General Chemistry (I & II) and Organic Chemistry (I & II), were significant barriers to the educational success of many Biology majors. A review of the literature provides many examples of initiatives to improve student retention. A reoccurring theme found that the comprehensive understanding of the students’ experiences within a particular major is essential to determining how best to impact student retention in that department. Student focus groups were implemented to evaluate the perceptions of Biology majors enrolled in Chemistry classes who utilized the SUCCESS Program. The overall impression of students in the SUCCESS Program was that it was helpful and beneficial to their classroom success, increased their confidence to learn Chemistry, and improved their understanding of Chemistry concepts. The students often identified scheduling conflicts as a hindrance to their participation. They also felt that the program was needed to help most students pass their tests. 

Black male students are consistently reported to be underachievers and underrepresented in science, technology, engineering, and mathematics (STEM) disciplines in K-12 settings. These students often experience challenges learning STEM content because of poor student-teacher relationships and ineffective teacher praxis. STEM professional learning communities (PLCs) have practical and empirical support backed by policy and are viewed as effective practices in K-12 school settings. Considering the academic experiences of Black boys, STEM PLCs have not been conceptualized as an effective strategy for examining, teaching, and engaging them in STEM content. Using a PLC framework, this study provides insight into a Black boys’ STEM PLC and how it impacted their learning of content, built their confidence and provided career exposure.