Date of Award

Spring 2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

STEM Education & Professional Studies

Committee Director

Michael Kosloski

Committee Member

Virginia Jones

Committee Member

Elizabeth Burns

Abstract

The purpose of this study was to gain insights into contributing factors that have shaped the experiences of eight Black American females who pursued STEM education as they persisted from the secondary education setting to their collegiate setting in a STEM major. This qualitative phenomenological study collected data through in-depth semi-structured interviews with Black American female juniors and seniors studying at four different four-year institutions, all pursuing degrees in STEM-related fields. Demographic surveys and memo writing were incorporated to enhance the data analysis. To explore the lived experiences of Black American females in STEM education and identify factors that contributed to their persistence in their STEM journey, the researcher used Black feminist thought theoretical framework to guide the study.

The data collected were analyzed using an open coding method, followed by axial coding to ensure an accurate interpretation of the findings. The results revealed that both formal and informal participation in STEM programs during the early academic years significantly influenced students’ decisions to pursue a STEM degree at the collegiate level. Key factors contributing to the persistence of the eight participants in STEM education included parental support, encouragement from family members, financial stability, and the presence of positive community networks. Access to and participation in STEM programs during pre-college years are essential for shaping the aspirations of Black American female students, providing critical insights for creating more inclusive and supportive educational environments.

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In Copyright. URI: http://rightsstatements.org/vocab/InC/1.0/ This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).

DOI

10.25777/e137-3m08

ISBN

9798280759367

ORCID

0009-0000-2781-140X

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