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The Urban Review

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18-01-2022

STEM Pathways for Black and Latinx Middle and High School Students

Authors: Jennie Park-Taylor, Hannah M. Wing, Meera Aladin, Erin K. Burke, James Park, Belkis Y. Martinez

Published in: The Urban Review | Issue 4/2022

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Abstract

Considering the growth and promising outlook of STEM occupations and the significant need to diversify STEM, the present study explored Black and Latinx youths’ situated experiences with and perspectives on STEM education. Informed by the major tenets of a grounded theory qualitative method, we interviewed 24 middle and high school students about their perceptions of their math and science preparation, their pursuit of STEM pathways, and their persistence in these fields. Results suggested a major theme related to participants’ experiences navigating uneven pathways towards academic and STEM success. In relation to this major theme, five open themes emerged which included: (1) characteristics, behaviors, and beliefs related to success in math and science; (2) familial role in achievement and success; (3) the lived experience of school and STEM classes; (4) external barriers and supports related to academic success; and (5) STEM careers and world of work. Identifying the challenges and opportunities that Black and Latinx youth face in their math and science education may inform the development of STEM education programs that meet the needs of this population.

previous article Deep Punishment and Internal Colony: A Critical Analysis of In-School Suspension Rooms Inside Two Racially “Integrated” Middle Schools

next article Exploring the Role of Family Support and Ethnic Pride in Cultivating the Academic and Career Resourcefulness of Underserved Youth in an Afterschool Program

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Title: STEM Pathways for Black and Latinx Middle and High School Students
Authors: Jennie Park-Taylor
Hannah M. Wing
Meera Aladin
Erin K. Burke
James Park
Belkis Y. Martinez
Publication date: 18-01-2022
Publisher: Springer Netherlands
Published in: The Urban Review / Issue 4/2022
Print ISSN: 0042-0972
Electronic ISSN: 1573-1960
DOI: https://doi.org/10.1007/s11256-021-00631-0

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