ABSTRACT
This research study aims to examine Black female experiences at a Historically Black College and University (HBCU) to understand their multiple identities and how the HBCU environment helps shape their academic and career decisions. While HBCUs are valued in the literature for their role in supporting underrepresented students of color, there is a lack of research focused on how these institutions shape decisions about race and gender equity and graduate academic achievement goals in science, technology, engineering, and mathematics (STEM) disciplines. Addressing this gap is critical to understanding race, gender, identity, and equity transitions across the postsecondary educational pipeline toward doctoral degree completion (Felder, Gasman, & Stevenson, 2014).
Project Lead
Andrea L. Tyler
Tennessee State University
RESEARCH QUESTIONS
1. How do Black females pursuing a doctoral degree describe their graduate experiences in STEM?
2. What factors of the graduate experience do Black females perceive to have been most and least helpful to their persistence in earning their doctoral degree in STEM?
THEORITICAL PERSPECTIVES
• Jones and McEwen's (2000) A Conceptual Model of Multiple Dimension
• Crenshaw (1989) intersectionality
METHODS
This study will consist of a two-stage data collection process. In the first phase of data collection, participants will complete a demographic questionnaire which will be followed by in-depth semi-structured interviews in the second phase. Semi-structured interviews will allow the researcher to gather holistic narratives of the participants' lived experiences in STEM degree programs.
CONTRIBUTION TO PROJECT GOALS
Advance gender and racial equity in graduate education through the production of research that will identify opportunities for STEM faculty and graduate program staff to increase the number of Black females who complete doctoral degrees in STEM.
FOCUS AREA WITHIN GRADUATE EDUCATION
Mentoring and Advising
INVESTIGATORS
Andrea L. Tyler, Tennessee State University