Qualitative analysis identifies key dimensions for STEM leadership assessment in HBCUs, suggesting a transferable tool for diverse educational contexts.
Key Points
This research aims to develop a culturally specific assessment framework for STEM leadership at HBCUs, capturing the unique experiences and values of leaders in these institutions.
Conducted qualitative analysis of leadership narratives from HBCU presidents, provosts, deans, and professors.
Identified six dimensions of STEM leadership reflecting the values and practices of HBCU leadership through collaborative analysis.
Established a rigorous instrument development process for constructing a rubric-based assessment tool.
Developed a framework with six key dimensions of STEM leadership pertinent to HBCUs.
Demonstrated a methodologically rigorous approach to culturally relevant assessment design.
Emphasized the importance of epistemic alignment in assessment validity.