Insights from Black Male High School STEM Teachers on Black Male Students Having to Navigate the STEM Gauntlet

Black males are severely underrepresented in the teaching profession—representing 2% of educators—a disparity further pronounced in STEM subject areas. As such, there is a lack of role models for Black male students creating a situation where they do not have adequate access and supports to STEM courses and programs. Other barriers for Black male entry into STEM include limited access to rigorous coursework, and the challenge of Black male students constructing a STEM identity. In this study, we highlight the voices of a nationally dispersed group of 31 Black male STEM teachers to better understand the common barriers that Black male students face in accessing STEM courses and programs. We also examined what strategies facilitate their success in STEM. We found that academic scarring through high stakes testing; school’s use of systemic gatekeeping, particularly from school counselors; and institutional malpractices contributed to a defeatist mindset for Black male students. They explained that representation mattered to their students as they promoted a sense of belonging and aspiration in that they too could pursue STEM college and career pathways. The Black male STEM teachers believed that pairing mathematics with hands-on applied learning was beneficial to the academic achievement of their students and served as a motivation for Black male STEM students to engage. In addition, the Black male STEM teachers stressed the importance of using scaffolding as a pedagogical technique to build confidence.