Providing the Opportunity to Learn: Unpacking the Role of Mindsets and Leadership in Broadening Participation in STEM at HBCUs

Current racial disparities in STEM degree attainment threaten America’s ability to be globally competitive. As the need for a more diverse STEM workforce persists, faculty leadership at many Historically Black Universities and Colleges (HBCUs) continue to support, nurture and prepare the next generation of diverse scientists to meet the demands of the 21st century. However, messages of Black student intellectual inferiority are salient in society, perpetuated by widespread emphasis on the achievement gap and low representation in STEM. Believing that intelligence can be developed through effective effort, resources and support—growth mindset—has been found to support positive student outcomes and to mitigate the negative effects of stereotypes leading to increased achievement, particularly for Black students. To date, mindsets have not been examined through the lens of Critical Race Theory (CRT) and the four frames of academic leadership. Therefore, this qualitative study examines the experiences of 13 students and 17 faculty members at 4 HBCUs and their perspectives on their STEM programs. The analysis of focus group data suggests that student fixed mindsets may deter students from persisting as STEM majors while faculty growth mindset and support, which fall within the human resources frame of leadership, can help to mitigate those effects. Implications for HBCU leaders are discussed.