Date of Award
2023
Document Type
Open Access Dissertation
Department
Educational Studies
First Advisor
Christine Lotter
Abstract
Data reveals that Black males are underrepresented in STEM degree acquisition and participation within the highest-paid positions in the STEM workforce. In this study, descriptive phenomenology was utilized, with Blackmale preadolescents ages 9-11 and their caregivers. Semi-structured interviews and questionnaires with closed-ended and open-ended questions allowed study participants to share about their participation in STEM as well as their perceptions of STEM professionals and STEM educational opportunities within their immediate environments. Study data were analyzed using both inductive and deductive coding methods. Further analysis utilized a BlackCrit lens and the anti-deficit achievement framework to juxtapose the STEM workforce participation gap against the current STEM educational opportunities, experiences, and employability and workforce skill development of preadolescent Black males. The results from the study show the importance of providing more access to formal, high-quality, STEM career development for Black male preadolescents. This study also highlights the need for more culturally relevant STEM learning experiences for Black male preadolescents and the need for more research on the impact workforce skill development may have on Black males' identity formation and intention to pursue STEM careers.
Rights
© 2023, Amber Adgerson
Recommended Citation
Adgerson, A.(2023). The Experiences, Skills, and Identity Formation of Preadolescent Black Males in STEM. (Doctoral dissertation). Retrieved from https://scholarcommons.sc.edu/etd/8049
