A CLOSER LOOK INTO WHY AFRICAN AMERICAN MEN LEAVE AND AVOID STEM MAJORS IN COLLEGE

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Bailey, J. (2017). A CLOSER LOOK INTO WHY AFRICAN AMERICAN MEN LEAVE AND AVOID STEM MAJORS IN COLLEGE. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

African American males are underrepresented in university Science Technology Engineering and Math (STEM) programs as STEM majors in the United States. I will be investigating why this phenomenon is so prevalent in America’s collegiate STEM programs. For this study, I am asking two questions: 1) What factors lead to African American males’ identifying themselves as unqualified, uninterested, or unfit for STEM? 2) Do social oppression and racism play a role in African American males’ deciding not to pursue STEM? Using Bronfenbrenner’s (1979) five systems (microsystem, mesosystem, exosystem, macrosystem, and chronosystem) that define his Ecological Systems Theory, I examine a dataset of 14 interviews conducted with African American males who are capable of pursuing STEM, but have decided to either leave STEM majors, or avoid them altogether. These students were attending college within the University of North Carolina System in the 2012-2013 school year. Through the use of constant comparative analysis in examining the interviews, I identified emerging themes and placed those themes into the following categories: "Push Factors Away From Majoring in STEM" and "Pull Factors Toward Non-STEM Majors." My findings indicate that all of the students interviewed experienced institutional racism with regard to their levels of exposure to STEM; as these participants were not exposed to the benefits of STEM careers while in grade school unlike many of their White counterparts. Furthermore, some students also attended segregated, predominately minority grade schools which offered substandard levels of education, leaving some of these students unprepared for college level STEM courses. These findings support the literature regarding this topic.

Details
Author

Bailey, Jr., Ricardo

Title

A CLOSER LOOK INTO WHY AFRICAN AMERICAN MEN LEAVE AND AVOID STEM MAJORS IN COLLEGE

Physical Description

1 online resource (91 pages) : PDF

Date

2017

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

African American males are underrepresented in university Science Technology Engineering and Math (STEM) programs as STEM majors in the United States. I will be investigating why this phenomenon is so prevalent in America’s collegiate STEM programs. For this study, I am asking two questions: 1) What factors lead to African American males’ identifying themselves as unqualified, uninterested, or unfit for STEM? 2) Do social oppression and racism play a role in African American males’ deciding not to pursue STEM? Using Bronfenbrenner’s (1979) five systems (microsystem, mesosystem, exosystem, macrosystem, and chronosystem) that define his Ecological Systems Theory, I examine a dataset of 14 interviews conducted with African American males who are capable of pursuing STEM, but have decided to either leave STEM majors, or avoid them altogether. These students were attending college within the University of North Carolina System in the 2012-2013 school year. Through the use of constant comparative analysis in examining the interviews, I identified emerging themes and placed those themes into the following categories: "Push Factors Away From Majoring in STEM" and "Pull Factors Toward Non-STEM Majors." My findings indicate that all of the students interviewed experienced institutional racism with regard to their levels of exposure to STEM; as these participants were not exposed to the benefits of STEM careers while in grade school unlike many of their White counterparts. Furthermore, some students also attended segregated, predominately minority grade schools which offered substandard levels of education, leaving some of these students unprepared for college level STEM courses. These findings support the literature regarding this topic.

Genre

masters theses

Subjects--Topics

Sociology
Educational sociology
African Americans--Study and teaching
Ethnicity--Study and teaching

Degree

M.A.

Keywords

African American
College
Education
Inequality
Race
Stem

Subject Area

Sociology

Advisor(s)

Stearns, Elizabeth

Committee Members

Mickelson, Roslyn
Tempest, Brett

Degree Note

Thesis (M.A.)--University of North Carolina at Charlotte, 2017.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

BaileyJr_uncc_0694N_11416

Permalink

http://hdl.handle.net/20.500.13093/etd:1623