“Why Not?”: How STEM Identity Development Promotes Black Transfer and Transition

Q2 Social Sciences

The Journal of Negro Education Pub Date : 2022-01-01 DOI:10.7709/jnegroeducation.88.3.0343

H. García, Bryan K., Jon Mcnaughtan

引用次数: 1

Abstract

Abstract:Policymakers have argued that increasing the number of highly skilled science, technology, engineering, and mathematics (STEM) professionals is critical to the economic stability and growth of the U.S. In addition, a desire to resolve the historically low representation of racial/ethnic-minority students in STEM has been a critical aspect of the discussion. Using science identity theory, this study explores how the tenets of science identity help Black students develop a science identity and transition from the community college to a four-year institution. Based in the results of this qualitative study, the development of science identity promoted the desire to major in a STEM degree and facilitated the transfer and transition to the university for Black students.

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“为什么不呢?: STEM身份发展如何促进黑人迁移和过渡

摘要:政策制定者认为，增加高技能的科学、技术、工程和数学(STEM)专业人员的数量对美国的经济稳定和增长至关重要。此外，解决STEM中种族/少数民族学生代表性历史低的愿望一直是讨论的一个关键方面。利用科学认同理论，本研究探讨了科学认同的原则如何帮助黑人学生发展科学认同，并从社区大学过渡到四年制大学。根据本定性研究的结果，科学认同的发展促进了黑人学生主修STEM学位的愿望，并促进了黑人学生向大学的转移和过渡。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

The Journal of Negro Education Social Sciences-Anthropology

CiteScore

1.20

自引率

0.00%

发文量

期刊介绍： The Journal of Negro Education (JNE), a refereed scholarly periodical, was founded at Howard University in 1932 to fill the need for a scholarly journal that would identify and define the problems that characterized the education of Black people in the United States and elsewhere, provide a forum for analysis and solutions, and serve as a vehicle for sharing statistics and research on a national basis. JNE sustains a commitment to a threefold mission: first, to stimulate the collection and facilitate the dissemination of facts about the education of Black people; second, to present discussions involving critical appraisals of the proposals and practices relating to the education of Black people.