A Web of Support: a Critical Narrative Analysis of Black Women’S Relationships in Stem Disciplines
Document Type
Article
Abstract
While nearly half (40%) of Black students leave STEM disciplines, and racialized and gendered social and environmental factors play a role in STEM pathways of Black women, less known is how relationships and critical social capital facilitate undergraduate STEM success. Using a critical narrative approach, we explored how strong relationships at Spelman College helped Black women thrive in STEM degree programs at HBCUs and beyond. Findings focused on three out of 105 narratives suggest that Black women strategically created dynamic webs of support that included families, faculty, and administrators in and out of STEM disciplines, often leading to increased opportunities and a greater likelihood of persistence.
Digital Object Identifier (DOI)
Publication Info
Published in Review of Higher Education, Volume 47, Issue 1, 2023, pages 93-125.
Rights
©2025 Project MUSE. Produced by Johns Hopkins University Press in collaboration with The Sheridan Libraries.
APA Citation
Wicker, P., McCoy, D. L., Winkle-Wagner, R., & Barnes, I. (2023). A Web of Support: A Critical Narrative Analysis of Black Women’s Relationships in STEM Disciplines. The Review of Higher Education, 47(1), 93–125. https://doi.org/10.1353/rhe.2023.a907272