Vinetta C. Jones, Ph.D.
Howard University
QEM—Baltimore, Maryland
September 20, 2013
•
The Problem
Small and dwindling numbers of African American Males entering college with
the preparation and interest to pursue a STEM career.
•
In 2008 African American males made up 15.4% of the 15-24 age population
(US Census Bureau, 2009). However, they received only 5.0% of the STEM
bachelor's degrees awarded (NCES, 2009).
•
The nation's economic prosperity is dependent upon a backbone of diverse
groups of individuals knowledgeable about and able to work in quantitative and
technical fields.
•
Thus the diverse demographic make-up of the US requires increasing the
presence of underrepresented groups in the quantitative and technical fields.
•
•
Absence of a comprehensive theory that
identifies the factors that are necessary to
promote excellence in mathematics and science
among underrepresented groups.
Isolating the factors that facilitate or obstruct
Black males' preparation for and interest in
STEM college majors is hindered by the absence
of analyses of gender within race/ethnic group.
This prevents a specific focus on African
American males.

•
Disentangling the issues of race and gender
and their relationship to factors influencing
STEM interest and participation will advance
knowledge within education and across STEM
fields.
The theory-based research design and
psychometrically sound survey instrument
produced during the project using the
HSLS:2009 NCES database should point to
ways to refine STEM interventions for
underrepresented groups.
•
Engagement, Capacity and Continuity Trilogy
Theory (Jolly, Campbell, and Perlman. 2004)
•
•
Factors leading to achievement in math and science
Student Guiding Functions, Asset-Focused
Strategies, Student Engagement (Boykin,
Noguera, 2011)
•
Factors leading to Achievement (gap-closing) of
African American students
Engagement – (Student level) Interests and attraction to
math or science – eagerness to learn, persistence. Includes
cognitive, behavioral, affective & vocational components.
Capacity – Acquired knowledge & skills to advance to
rigorous quantitative content (e.g., level of math course in
9th grade).
Continuity – Institutional & programmatic opportunities,
resources and guidance that support advancement to
rigorous content in science and other quantitative
disciplines, (e.g., teacher practices, what the school is
doing).
Guiding Functions – (Student beliefs) Student’s adaptive
learning postures such as self-efficacy, self-regulated
learning and incremental ability beliefs.
Phase 1
Is there a significant race by gender interaction
effect on mathematics achievement using the
HSLS:09 database?
Phase 2
Are the factors in the Four Factor Hybrid Model (ECC
Trilogy Model & Boykin/Noguera model) positively
associated with math achievement for 9th graders
and are they predictive of STEM achievement for
undergraduate Black males?


There is an overall main effect of gender on
math achievement in the HSLS:09
There is a small nonsignificant interaction
between race (black vs. white) and gender on
math achievement in the HSLS:09
For researchers, the theory-based, replicable
research design and the psychometrically
sound survey instrument produced during the
project will make possible more efficient
investigation of underrepresented subgroups.

Insufficient support for a graduate assistant

IRB approval was required when grant was initially
submitted rather than when awarded.

Delays in access to supplemental grant funds


◦ A supplemental grant for a graduate assistant was requested
and awarded.
Data analysis required restricted use HSLS:09 database
for SPSS. We used STATA software which limited access
by research team.
Difficulty matching items from HSLS:09 questionnaire to
the four factors of the Hybrid Model. Some of the factors
had fewer items available which were appropriate.