| Summary: | Science, Technology, Engineering, Math (STEM) and agriculture are rapidly growing
fields and important disciplines for meeting the needs of a growing population, including those
related to food access and sustainability. However, there are not enough qualified employees
entering into these fields, and additionally, those entering into the fields are not often from
underrepresented groups, presenting a need for an increased push to boost the entrance and
retention of minorities into degree programs that will prepare them for employment in fields of
STEM or agriculture. African American men are one population that has even more disparate
numbers of students entering and persisting in these fields and there exists a gap in information
about the lived experiences and perceptions of members of this group within this field. This
study utilized a phenomenological lens to explore the experiences of self-identified African
American men currently enrolled in a STEM or agricultural degree program. Individual problem
solving preferences, academic motivation and subscription to black identity were examined using
a conceptual framework adapted from Kirton's Cognitive Functions schema and the Organismic
socio-behavioral perspective. This conceptual framework was viewed through a lens of critical
race theory in order to determine the salience of these factors on the development of a STEM
identity among African American males. The results of this study interrogate current educational
practices to provide information about student perceptions, experiences with belonging and
coping strategies utilized to overcome real and perceived barriers to STEM or agricultural degree
attainment giving voice to this underrepresented group. Data from this study provide information
to better inform STEM recruitment and retention practices and include recommendations for
future research. === Doctor of Philosophy === STEM and agriculture are two of the most rapidly growing fields within our time and important disciplines for meeting the needs of a growing population, including those related to food access and sustainability. However, there are not enough qualified employees entering into these fields, and additionally, those entering into the fields are not often from underrepresented groups, presenting a need for an increased push to boost the entrance and retention of minorities into degree programs that will prepare them for employment in fields of STEM or agriculture. African American men are one population that has even more disparate numbers of students entering and persisting in these fields. This study utilized a phenomenological lens to explore the experiences of self-identified African American men currently enrolled in a STEM or agricultural degree program. Problem-solving preference, academic motivation and subscription to black identity were explored through a critical race lens, using a conceptual framework adapted from Kirton’s Cognitive Functions schema and the Organismic socio-behavioral perspectives interrogating student experiences, perceptions of belongingness and coping seeking to determine the salience of these factors on the development of a STEM identity .
|
|---|
