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Factors that Impact Persistence and the Culture of Higher Education for African American Graduate Students in STEM

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International Handbook of Research on Multicultural Science Education

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Abstract

Broadening participation in STEM for traditionally underrepresented groups has been the focus of numerous initiatives designed to diversify the STEM workforce. As a result of these initiatives, a number of research studies have identified factors that influence the persistence of African Americans in STEM graduate programs. Research studies on persistence and broadening participation for African Americans in STEM graduate programs emphasizes the role of undergraduate research programs, mentoring, sense of belonging, and self-efficacy. This chapter will highlight the role these and additional factors play in persistence and resilience for African American graduate students. This chapter will also discuss why it is essential for institutions to invest in programs and initiatives that promote persistence and address the barriers and obstacles to persistence for African American graduate students in STEM programs.

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Authors and Affiliations

  1. Department of Curriculum and Teaching, College of Education, Auburn University, Auburn, AL, USA

    Melody Russell

  2. Woodland Middle School, Stockton, GA, USA

    Misty Givens

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  1. Melody Russell
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Correspondence to Melody Russell .

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Editors and Affiliations

  1. Department of Mathematics, Science, and Social Studies Education, Mary Frances Early College of Education, University of Georgia, Athens, GA, USA

    Mary M. Atwater

Section Editor information

  1. Woodland Middle School, Georgia, USA

    Melody Russell

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Russell, M., Givens, M. (2022). Factors that Impact Persistence and the Culture of Higher Education for African American Graduate Students in STEM. In: Atwater, M.M. (eds) International Handbook of Research on Multicultural Science Education. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-030-83122-6_48

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