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What is Black student’s science, technology, engineering, and mathematics (STEM) identity? The author addresses this question through a synthesis of the literature that includes studies that explore Black student identity. Background information regarding STEM achievement and persistence followed by empirical studies that explore STEM attitudes among Black students at various educational levels are examined to determine a definition for STEM identity. The findings revealed a void in the research that emphasizes Black students’ academic strengths and positive role of cultural values as approaches to learning. Two models, Whiting’s Black Male Scholar Identity and Ford’s Female Achievement Model for Excellence (F 2 AME), are highlighted as particularly promising models to inform Black students’ STEM identity. The author introduces key factors of Black student STEM identity as a framework and calls for action to redress the racial and gender inequalities in current STEM talent development that contribute to underrepresentation throughout STEM pipeline.
Kristina Henry Collins (Mon,) studied this question.