My Research Agenda
In Their Own Voices: Factors
That Influence African American
Males’ Decision to Major in
STEM
Four Distinct, Interrelated Strands
•
Studying how educational professionals, such as school counselors,
influence the educational/career aspirations and school experiences of
students of color (particularly Black American males).
•
Exploring socio-cultural, familial, school, and community factors that
support, enhance, and impede academic outcomes for K-16 Black
American students.
•
Examining recruitment and retention issues of students of color in
gifted education and college students in science, technology,
engineering, and mathematics (STEM) majors.
•
Exploring social, emotional, and psychological consequences of racial
oppression for Black American males and other people of color in
various social domains.
Quality Education for Minorities Network
Workshop on the Recruitment and Retention of African American Male Students in STEM
March 19-20, 2010
James L. Moore III, Ph.D.
Associate Professor, Counselor Education
Coordinator, School Counseling Program
Director, Todd Anthony Bell National Resource Center on the African American Male
The Ohio State University
Education of African Americans
Persistent Trends
• African American students:
• In 1982, completed more academic courses than in 1998. In
1998, their academic credit totals remained lower than their
White counterparts, but their vocational credit totals were higher.
• In 1998, were less likely than their White counterparts to take
advanced mathematics courses and some advanced science
courses.
Education
of African
Education
of African
Americans
Americans:
Persistent
Persistent Trends Trends
• African American students:
•
• are more likely
than
White,
Hispanic,
(NCES
Statustheir
and Trends
in Education
of Blacks,and
2003)
Asian/Pacific Islander students to receive special
education services.
• have higher retention and suspension/expulsion rates
than do White and Hispanic students.
• In 2000, took fewer Advanced Placement (AP) examinations in
the 12th grade than both their White and Hispanic counterparts.
• scored lower than all other racial groups and Hispanic
subgroups on both the verbal and math sections of the
Scholastic Assessment Test (SAT).
(NCES Status and trends in education of Blacks, 2003)
(NCES Status and trends in education of Blacks, 2003)
Education of African Americans:
Persistent Trends
• African American studentsoften underachieve or achieve at
low levels in science and mathematics, and they are
significantly underrepresented in STEM majors and careers
(AAAS, 1998; Moore, 2000; Moore et al. 2004; Russell &
Atwater, 2005).
Education of African Americans
Persistent Trends
• Studies examining differences in females’ and males’ academic
achievement have proliferated in recent years. Taken as a whole, this
literature has shown that gender influences educational outcomes (Flowers,
Osterlind, Pascarella, & Pierson, 2001).
• National data show that there are differences between females and males
in the number of students enrolled in STEM majors (National Science
Foundation, 2008).
• In 1998, African American females accounted for 9.7% of the
bachelor’s degrees awarded to females in science and
engineering.
• At HBCUs, males constitute nearly 60% of all STEM majors, and females
comprise 40% of all STEM majors. Interestingly, however, females earn
larger numbers of degrees in STEM (National Science Foundation, 2008).
• African American males earned 5.7% of the bachelor’s
degrees in science and engineering awarded to males (Hill,
2001).
• African American males’ perceptions of how educators’ perceive them tend
to have profound effects on their educational aspirations (Flowers, Milner, &
Moore, 2002; Henfield, Moore, & Wood, 2008; Moore, 2006; Moore,
Madison-Colmore, & Smith, 2003).
1
Context of the Problem
Context of the Problem
• Technological advancements, increasing globalization, and rapidly
changing demographics are powerful forces that have spurned the need
for more qualified students, ready to join a new-age workforce in need
of talented employees (Achieve, 2005).
• To successfully transition from school to a more technologically
advanced world of work, students need to be adequately prepared
academically, particularly in math and science (Bush, 2006; Flowers &
Moore, 2003; Maton, Hrabowski, & Schmitt, 2000).
• Many social scientists and economists have maintained that the U.S.
desperately needs to attract nontraditional students, such as Black
American males, into technical and advanced coursework (i.e., science,
technology, engineering, and math) at all phases of their education in
order to meet the need for a highly skilled workforce (Moore et al.,
2004).
Models
Access
President George Bush (2006), in his State of the Union Address,
stated:
…we need to encourage children to take more math and science,
and to make sure those courses are rigorous enough to compete
with other nations. I propose to train 70,000 high school teachers to
lead advanced placement courses in math and science, bring
30,000 math and science professionals to teach in classrooms, and
give early help to students who struggle with math so they have a
better chance at good, high-wage jobs.
If we ensure that America's children succeed in life, they will ensure
that America succeeds in the world. Preparing our nation to
compete in the world is a goal that all of us can share.
Key Environmental Supports for
Pro-Academic Behavior
• ACCESS -- Access to education-relevant capital
Key
Environmental
Supports for
Pro-Academic
Behavior
Exposure
• SUPPORT -environments
Support
Supportive
family,
community,
and
academic
• SOCIALIZATION -- Socialization to the attitudinal and behavioral
demands of high academic achievement
• SOCIAL INTEGRATION -- Academic and social integration
• EXPOSURE -- Exposure to various forms of supplementary education
Social
Integration
Socialization
(National study Group for the Affirmative Development of Academic Ability, 2004)
Individuals Indicated by Ohio 12th Grade
Students as Most Influencing Their Career
Choices
Trend Data for 2004
Ranking Order
• MODELS -- Exposure to models of academic excellence and
exemplars of scholarly practice
(National Study Group for the Affirmative Development of Academic Ability, 2004)
Purpose of the Study
• To identify the factors that had the most influence on African
American male students’ decision to pursue a STEM field as
an academic major and career choice.
• Parent
• Teacher
• Relative
• Friend
• To provide individuals (e.g., teachers, school counselors, and
parents) who interact with K-12 African American male
students on an ongoing basis with valuable information to
increase these students’ interests in STEM fields.
• Counselor
• Employer
• Business Person
2
Conceptual Framework
Conceptual Framework
Social Capital Theory
Social Capital Theory
• Social capital theory has been utilized as the conceptual
framework for the current study.
• The accessibility of postsecondary education to Black
American male participants is dependent on a number of
factors, but a consistent theme throughout the research
literature is the necessity of strong social and academic
support networks for successful transition from high school
to college (Adelman, 2006; Herndon, 2003; Martinez & Klopnett,
2005).
Methodological Approach
• Drawing on a larger study, this research investigation
utilized the grounded theory approach (Glaser & Strauss,
1967; Strauss & Corbin, 1998).
Research has demonstrated that the social capital
students receive from school programs, such as
honor classes, gifted and talented programs, and AP
coursework, has a great impact in moving students
toward highly selective majors and universities
(Gonzales, Stoner, & Jovel, 2003; Moore, 2000).
•
• Increased social capital gained from the school
programs and personnel enhances the opportunities
for students of color who participated in the
aforementioned programs.
Participants
• Drawing on a larger study, a purposeful cross-selection of 42
Black American male engineering students was included in this
investigation.
• Social scientists refer to this qualitative procedure as the
process of collecting and analyzing data simultaneously.
• The study was conducted at a large predominately White
university, located in the southeastern part of the United
States.
• The underlying premise of the grounded theory approach is
to develop theoretical constructs that explain the researched
phenomenon.
• Most of the Black American male participants were classified
as juniors and seniors.
Participants
School counselors
who initiate and
implement practices and programs
• The African
American
male participants advance
ranged from 20 to 29
that
collaboratively
years ofstudent
age, with a mean
age
of
23
years.
learning will be seen as
leaders in their schools.
Data Collecting
Protocols
School
counselors who
initiate and
implement
practices
and programs
Biographical
Questionnaires
thatadministered
collaboratively
advance
• The researcher
these questionnaires
to gather data on a
range ofstudent
relevant topics
(e.g., academic
and backgrounds,
learning
willinterests
be seen
as
family socioeconomic
situation
support,
career aspirations, and
leaders
inand
their
schools.
• The mean college grade point average (GPA) was 2.54, and
the mean high school GPA was 3.54.
Such initiatives and programs not
only improve sustained student
• Scholastic Aptitude Test (SAT) composite scores ranged from
achievement, they can also create
900 to 1450, with a mean of 1082.
an environment that fosters
increased student self-efficacy.
(Sears, 2003)
childhood experiences).
• The questionnaires
rendered descriptive
data that complemented
Such initiatives
and programs
not the
overall intent of the study.
only improve sustained student
achievement, they can also create
and Focus Groups Interviews
anIndividual
environment
that fosters
• The two interview methods were the primary sources of inquiry. Both
increased student self-efficacy.
interview procedures comprised standardized, open-ended
questions.
(Sears,
2003)
3
Data Collecting Protocols
School counselors
who initiate and
Continued
All who
seek
implement
practices
andto
programs
that
collaboratively
advance
Individual
and
Focus
Groups
Interviews
advance student
student
learning
be seen
as
• The two
interview methods
allowedwill
the researcher
successes
must
beto examine the
leaders
in their
schools.
African American
male participants’
perceptions
and experiences in
willing to serve in
leadership roles.
their entirety to develop a complete perspective of these males.
Such
initiatives
and programs
notsimilar
• The two
open-ended,
interview protocols
focused on topics
to the questionnaires;
however,sustained
for this study, emphasis
was placed
only improve
student
on the
interview
that
examined
participants’
decisions to
(Brott
& Myers, questions
1999; Education
Trust,
1997;
Education
Trust,
1997;
achievement,
they
can
also
create
Erford, House, & Martin, 2003; Lambert, 1988, 1998).
pursue
a STEM
as an academic major
andfosters
career choice.
anfield,
environment
that
increased student self-efficacy.
SchoolCollection
counselors who
initiate and
Data
Procedures
All who
seek
implement
practices
andto
programs
that
collaboratively
advance
• The university’s
Office of Minority
Affairs
(OMA) was
advance
student
student
learning
be seen
contacted
for assistance
in will
identifying
and as
successes
must
be locating
leaders
in their
schools.
prospective African
American
male participants.
willing to serve in
leadership roles.
researcher initiated contact with prospective
• The Such initiatives and programs not
participants
synchronous
andstudent
asynchronous
onlythrough
improve
sustained
communications
(e.g.,
e-mails)
and
followed
up with
(Brott
& Myers, 1999;
Education
Trust, 1997;
Education
Trust,
1997;
achievement,
they
can
also
create
Erford, House, & Martin, 2003; Lambert, 1988, 1998).
telephone an
callsenvironment
and e-mails to arrange
collection.
thatdata
fosters
increased student self-efficacy.
(Sears, 2003)
Data Collection Procedures
School counselors
who initiate and
Continued
All who
seek
implement
practices
andto
programs
that
collaboratively
advance
• Individual advance
interviews ranged
from 30 to 60
student
student
learning
willinterviews
be seen ranged
as
minutes,
and focus
group
successes
must
be
leaders in their
schools.
from 2.5 towilling
3.5 hours.to
serve in
leadership roles.
Such initiatives and programs not
• Both only
the improve
individual
and focus
groups
sustained
student
(Brott
& Myers,
1999; Education
Trust,
1997;
Education
Trust,
1997;
achievement,
can
also
create
interviews
were
audiothey
taped
and
transcribed.
Erford, House, & Martin, 2003; Lambert, 1988, 1998).
an environment that fosters
increased student self-efficacy.
(Sears, 2003)
Research Team
School counselors who initiate and
All who
seek
implement
practices
andto
programs
• After collecting the data (i.e., biographical questionnaires,
that
collaboratively
advance
advance
student
individual interviews,
and focus group
interviews), the researcher
student
beanalysis.
seen as
assembled
a research learning
team to assist will
with data
successes
must
be
leaders in their
schools.
willing to serve in
leadership
students, and
one assistant professorroles.
in counselor education.
• The team comprised the researcher, two advanced doctoral
Such initiatives and programs not
only
sustained
student
female)
wereimprove
African American,
and all were
experienced in
(Brott
& Myers, 1999;
Education
Trust,
1997;
Education
Trust,
1997;
achievement,
they
can
also
create
conceptualizing,
collecting,
analyzing,
and
writing
up
qualitative
Erford, House, & Martin, 2003; Lambert, 1988, 1998).
research.an environment that fosters
increased student self-efficacy.
• All members of the research team (e.g., three males and one
(Sears, 2003)
Data Analysis Procedures
School counselors who initiate and
All who
seek
implement
practices
andto
programs
• Based onthat
the grounded
theory approach,advance
the transcripts were
collaboratively
advance student
analyzedstudent
using the three-sequential
coding
process
(i.e.,
learning will
be
seen
ascoding,
successes
must
be
categorizing, and
applying
theoretical
explanations.
leaders in their schools.
willing to serve in
example,leadership
the research team examined,
roles.compared,
• For
and
andable
programs
asked Such
questionsinitiatives
until the data were
to be made not
in distinct
categories
and able
to developsustained
a clear illustration
of the research
only
improve
student
phenomenon.
(Brott
& Myers, 1999; Education
Trust, 1997;
Education
Trust,
1997;
achievement,
they
can
also
create
Erford, House, & Martin, 2003; Lambert, 1988, 1998).
an environment that fosters
increased student self-efficacy.
(Sears, 2003)
(Sears, 2003)
Data Analysis Procedures
School counselors who initiate and
Continued
All who
seek
implement
practices
andto
programs
that
collaboratively
advance
• First, each advance
research team student
member coded the data
student
learning
will beteam
seen
as the
independently
and later
met as a research
to discuss
successes
must
be
leaders
in their
schools.
patterns or trends
in the transcript
data (Farber,
2006).
willing to serve in
• Second, eachleadership
research team memberroles.
compared and discussed
Such initiatives and programs not
his or her interpretations of categories and subcategories with the
only improve sustained student
group. This process continued until each research agreed on the
(Brott
& Myers, 1999; Education
Trust, 1997;
Education
Trust,
achievement,
they
can
also
create
identified
categories and subcategories
(Miles
& 1997;
Huberman,
Erford, House, & Martin, 2003; Lambert, 1988, 1998).
1984, 1994).an
environment that fosters
increased student self-efficacy.
(Sears, 2003)
4
Data Analysis Procedures
Trustworthiness of Data
School counselors
who initiate and
Continued
All who
seek
implement
practices
andto
programs
that
collaboratively
advance
advance student
• Third, after collapsing categories and subcategories,
student learning will be seen as
the researcher
sent participants
a finalbe
version of data
successes
must
leaders in their
schools.
School
counselors who initiate and
Trustworthiness Criteria in Qualitative Research
All who
seek
implement
practices
andto
programs
• Credibilitythat
(Internal
Validity): It is the extent toadvance
which the researcher is
collaboratively
advance student
able to accurately capture the views of those being researched (Lincoln &
student learning will be seen as
Guba, 1985). successes
In this study, multiple data
sources, peer
must
bedebriefing, and
leaders in their
schools.
member checking were utilized to ensure the credibility of the findings.
analysis as a way of soliciting input and feedback
about the study’s findings.
willing to serve in
leadership roles.
Such initiatives and programs not
• None only
of the improve
participants
had anything
to add or
sustained
student
change
to the final version
of data
analysis;
they all
(Brott
& Myers, 1999; Education
Trust, 1997;
Education
Trust,
1997;
achievement,
they
can
also
create
Erford,
House, & Martin,
1988, had
1998). been interpreted
were
satisfied
with 2003;
howLambert,
the data
an environment that fosters
by the researcher.
increased student self-efficacy.
(Sears, 2003)
Trustworthiness of Data
School
counselors who initiate and
Trustworthiness Criteria in Qualitative Research
All who
seek
implement
practices
andto
programs
that
collaboratively
student
• Dependability advance
(Reliability): In order
for a advance
qualitative study to be
deemed student
dependable, learning
a logical, traceable,
documented
will be
seen audit
as trail
successes
must
be
(Lincoln & Guba,
1985) must be established.
For
this study, the
leaders
in
their
schools.
following were utilized in the creation of an audit trail: raw data (i.e.,
willing to serve in
leadership roles.
interviews and questionnaires), data reduction and analysis (i.e.,
summaries and working hypothesis), data reconstruction and synthesis
(i.e., themes, relationships, etc.), process notes (i.e., methodological
Such initiatives and programs not
notes), etc.
only improve sustained student
• Confirmability
The
presented
the data in
(Brott
& Myers,(Objectivity):
1999; Education
Trust,researcher
1997;
Education
Trust,
1997;
achievement,
they
can
also
create
Erford, House,
& Martin,
2003;clear
Lambert,
1998).
an objective
manner
that was
and1988,
discernable
(Lincoln & Guba,
1985).
an environment that fosters
increased student self-efficacy.
To ensure objectivity, member checking and peer debriefing
were utilized.
willing to serve in
leadership roles.
• Transferability (External Validity): It refers to the measures taken by
Suchto initiatives
not to
the researcher
increase the abilityand
of the programs
findings to be generalized
other similar
cases
(Lincoln &sustained
Guba, 1985). As
a technique of
only
improve
student
transferability,
the researcher
asked
many
questions
related
to
the focus of
(Brott
& Myers,
1999; Education
Trust,
1997;
Education
Trust,
1997;
achievement,
they
can
also
create
Erford,Additionally,
House, & Martin,
2003; Lambert,
1998).Guba, 1985) was kept
the study.
a reflexive
journal 1988,
(Lincoln
an environment
that &fosters
to record the beliefs, attitudes, and opinions, which provided a record of
increased student self-efficacy.
researcher introspection and understanding.
Results
School counselors
who initiate and
All
who
seek
to
implement
practices
and
programs
The most
salient factors
pertaining
to the
participants’
decision
to pursue
engineering
as
an
academic
major
and career
that
collaboratively
advance
advance
student
choice:will be seen as
student learning
successes
must
be
leaders
in
their
schools.
1. Strong interests in science, technology, engineering, and
willing to serve in
leadership roles.
mathematics
2. Strong familial influence and encouragement
3. Strong
aptitudes
in science and
mathematics
Such
initiatives
and
programs not
4. Meaningful academic experiences and relationships
only
improve
sustained
student
with school personnel
(Brott
& Myers, 1999;
Education
Trust,
1997;
Education
Trust,
1997;
achievement,
they
can
also
create
5. Meaningful
enrichment
programs,
opportunities,
and
Erford, House, & Martin, 2003; Lambert, 1988, 1998).
academic experiences
an environment that fosters
increased student self-efficacy.
(Sears, 2003)
Strong Interest in Science, Technology,
School counselors who initiate and
Engineering,
and
Mathematics
All who
seek
implement
practices
andto
programs
that
collaboratively
advance
advance
student
student
learning
will
be
seen
as
interest influenced
their decision to pursue
STEM as
a college major
successes
must
be
leaders in their
schools.
and career choice.
• Many of the participants made reference to interest and how these
willing to serve in
leadership roles.
Well, every since I was a kid, I always wanted to build spaceships….
I liked to take all my remote controlled cars and stuff apart… so I
initiatives
and
read upSuch
on it [engineering],
it sounded
likeprograms
something that Inot
wanted to
do.
only improve sustained student
(Brott
& Myers, 1999; Education
Trust, 1997;
Education
1997;
achievement,
can
also
create
Just interest…
I feel that I’m athey
smart guy,
and
I’mTrust,
fascinated
by any
Erford, House, & Martin, 2003; Lambert, 1988, 1998).
aspect of technology.
I wish I could
majorfosters
in more than one
an environment
that
engineering
because mining
mineral processing
engineering isn’t the
increased
student
self-efficacy.
only engineering I’m interested in…
(Sears, 2003)
(Sears, 2003)
(Sears, 2003)
Strong Familial Influence and
School counselors who initiate and
Encouragement
All
who
seek
implement
practices
andto
programs
that
collaboratively
advance
student
• In this study, advance
many of the participants
illustrated the importance of
learning
will
be seen
as as an
family in student
their career path
process (e.g.,
selecting
engineering
successes
must
be
academic major).
Below are
exampleschools.
excerpts from different
leaders
in their
willing to serve in
He [his father] was
in Air Force, and he was
an engineering technician.
leadership
roles.
So math and science, he was really into it. I think he wanted me to be an
participants:
Such initiatives and programs not
only improve sustained student
I had(Brott
aachievement,
few
cousins
graduated
from
[University],
and
& Myers,
1999;
Education
Trust,Howard
1997;
Education
Trust,
1997;they were
they
can
also
create
my role
models…
looked2003;
up to
them. 1988,
They 1998).
were successful, they had
Erford,
House, &I Martin,
Lambert,
an
environment
that
fosters
money, they were where I wanted to be. I thought that it [engineering]
was definitely
the route I needed
to take, being
I liked math and science
increased
student
self-efficacy.
engineer… I think that kind of had an effect on me.
in high school.
(Sears, 2003)
5
Strong
Aptitude in
Science
School counselors
who
initiate and
and
AllMathematics
who
seek
implement
practices
andto
programs
that
collaboratively
advance
advance
student
• Strong student
science andlearning
mathematic will
aptitude
instrumental
in
bewas
seen
as
developing both
the educational and career
interests of
the participants.
successes
must
be
leaders in their schools.
I was sectionedwilling
off in the high math
and that’s
toclasses
serve
inwhen I began to
know… so, those classes let me know ‘hey, this might be a good area to
leadership roles.
study in.
Such initiatives and programs not
Early childhood years, I would say… probably the latter part of
only improve sustained student
elementary school that I started really loving math and sciences. I don’t
Myers,that
1999;
Education
Trust,
Education
Trust,
1997; I could
they
can
also
create
think (Brott
it achievement,
was& more
I loved
it…
I think1997;
that
it was
more
because
& Martin,
2003; Lambert,
1998). they made me feel
do it Erford,
betterHouse,
than
other
students
in the1988,
class,
an environment
thatand
fosters
better to do something better than they could because when it came to
increased
reading and
English, I wasstudent
struggling on self-efficacy.
that scale. So, I intended to
push that aside and focus more on math and science. (Sears, 2003)
Meaningful Enrichment Programs,
School counselors
who initiate
and
Opportunities,
and Academic
Experiences
All who
seek
implement
practices
andto
programs
that
collaboratively
advance
advance
student
• Many participants illustrated the importance of advanced
be seen
as
curriculastudent
andsuccesses
speciallearning
programs in will
their
career
decision-making
must
be
leaders
in
their
schools.
process.
willing to serve in
In like fourth and fifth grade, I was involved in the Young
leadership
roles.
Astronauts program,
where we met these
astronauts, and they
Such initiatives
were aerospace
engineers… soand
I wasprograms
like ‘oh, I wantnot
to be an
only
improve
sustained
student
aerospace
engineer,’
and since
then engineering
has been on
my mind.
(Brott
& Myers, 1999; Education
Trust, 1997;
Education
Trust,
1997;
achievement,
they
can
also
create
Erford, House, & Martin, 2003; Lambert, 1988, 1998).
an environment that fosters
I did go to some of the PCI (precollege initiatives) programs
student
self-efficacy.
that theyincreased
had here, and they
helped too.
They kind of gave you
(Sears, 2003)
an inside view of engineering.
Implications
School counselors
who initiate and
All who
seek
implement
practices
andto
programs
• Because teachers play a critical role in the educational
that
collaboratively
advance
advance
student
process for African
American males,
it is important that they
student
be seen
use and
develop learning
pedagogicalwill
strategies
that as
increase
successes
must
be
educational and
career aspirations
Milner, & Moore,
leaders
in their(Flowers,
schools.
willing to serve in
leadership
roles.
as important,
it is essential
that teachers
2003; Ford & Moore, 2004; Ford, Moore, & Milner, 2005b).
• Equally
cover
programs
not in
contentSuch
in theirinitiatives
courses that is and
expected
of college students
general and
STEM
majors in sustained
particular. The more
students are
only
improve
student
exposed
the 1999;
rigors
of science
and
mathematics,
the more
(Brott
&toMyers,
Education
Trust, 1997;
Education
Trust,
1997;
achievement,
they
can
also
create
likelyErford,
theyHouse,
will& Martin,
become
STEM as a major
2003;interested
Lambert, 1988,in
1998).
environment
(Hrabowskian
et al.,
1998; Moore et al.,that
2004).fosters
increased student self-efficacy.
(Sears, 2003)
Meaningful Academic Experiences and
School
counselors
who initiate
and
Relationships
with School
Personnel
All who
seek
implement
practices
andto
programs
that
collaboratively
advance
advance
student
• Quality school
experiences and
interactions with school
student
learning
will counselors)
be seen positively
as
personnel
(e.g., teachers
and school
successes
must
be
influenced theleaders
participants’
interests and career
ineducational
their
schools.
willing to serve in
leadership roles.
aspirations for engineering.
I would say the first time I got interested in math was when
Such
not so
my fifth
grade initiatives
teacher thoughtand
I wasprograms
very good in math,
she would
give improve
me lots of personal
help. While
the rest of the
only
sustained
student
class
was
working on something,
she would
give me
(Brott
& Myers, 1999; Education
Trust, 1997;
Education
Trust,
1997;
achievement,
they
can
also
create
worksheets
that&were
Erford, House,
Martin,harder.
2003; Lambert, 1988, 1998).
an environment that fosters
increased
student
self-efficacy.
As I was
taking the technical
drawing
class in high school, I
(Sears, 2003)
like ‘yeah, I like this,’ and that confirmed my decision.
Discussion
School counselors
who initiate and
All
who
seek
implement
practices
andto
programs
• The five themes discussed were found to be the primary
that
collaboratively
advance
factors that influenced
the Africanstudent
American
male participants’
advance
decisions
to pursue learning
engineering will
as an be
academic
student
seenmajor
as and
successes
must
be
career choice.
leaders in their
schools.
willing to serve in
leadership roles.
• Therefore, it is reasonable to conclude that African American
males who were more likely to pursue STEM as an academic
major Such
and career
choice possessed
interest in
STEM;
initiatives
and strong
programs
not
receivedonly
support
and encouragement
from student
family to explore
improve
sustained
the different possibilities in STEM; possessed high aptitudes in
(Brott
& Myers, 1999; Education
Trust, 1997;
Education
Trust,
1997;
achievement,
they
can
also
create
science
and
mathematics;
strong
school support and
Erford,
House,
& Martin, 2003;received
Lambert, 1988,
1998).
an environment
fosters
encouragement
from teachers andthat
school
counselors; and
participated
in STEM enrichment
opportunities
K-12.
increased
student
self-efficacy.
(Sears, 2003)
Implications
School counselors
who initiate and
Continued
All who
seek
implement
practices
andto
programs
• It is also important that teachers understand how teacher-student
that
collaboratively
advance
advance
student
interactions affect
school outcomes and
career aspirations for African
learning
will be
seen
Americanstudent
male students
and other students
of color
(Ford,as
Moore, &
successes
must
be
Harmon, 2005;leaders
Moore, Ford,in
& their
Milner, 2005a).
Therefore,
teachers
schools.
willing to serve in
leadership roles.
• Enrichment programs and courses are excellent ways to expose
need to work diligently to build relationships with African American
male students, based on caring, trust, and positive regard.
Such initiatives and programs not
African American males to science, technology, engineering, and
onlyTherefore,
improve
studentsuch as
mathematics.
it is sustained
essential that educators,
(Brott
& Myers,
1999;counselors,
Education
Trust,
1997;
Education
Trust,
1997;
teachers
and
school
monitor
thealso
academic
progress of
achievement,
they
can
create
Erford,and
House,
& Martin, 2003;
Lambert, 1988,
1998).
students
approach
and
communicate
anproactively
environment
that
fosterswith them
about their academic ability and career options.
increased student self-efficacy.
(Sears, 2003)
6
Implications
School counselors
who initiate and
Continued
All who
seek
implement
practices
andto
programs
• Enrichment programs and courses are excellent ways to expose African American males to
that
collaboratively
advance
science, technology,advance
engineering, and mathematics.
Therefore, it is essential that
student
educators, student
such as teacherslearning
and school counselors,
academic
progress of
willmonitor
be the
seen
as
students and proactively approach them about different enrichment programs and
successes
must
be
courses.
leaders in their schools.
Implications
School counselors
who initiate and
Continued
All who
seek
implement
practices
andto
programs
• Because science, technology, engineering, and mathematics are
that
collaboratively
advance
seen as rigorous
academic majors,
it is essential that African
advance
student
American
male students
are encouraged
take as
advanced
student
learning
will be to
seen
successes
must
be
courses, especially
in science
mathematics.
leaders
in and
their
schools.
• Educators in both K-12 and higher education settings should connect African American male
students with individuals in STEM fields to increase their interests and aspirations for STEM.
Such individuals could serve as excellent role models.
• Prevention and early intervention are essential. No time is too early
to expose students to STEM areas, via
Such initiatives and programs not
only improve sustained student
achievement, they can also create
an environment that fosters
• Higher education institutions should establish partnerships with their local school districts to
increased
student
establish STEM
pre-college programs,
where Africanself-efficacy.
American males could obtain “hands
Such initiatives and programs not
only
improve sustained
Models
Access student
Key
(Brott
& Myers, 1999; Education
Trust, 1997;
Education
Trust,
1997;
achievement,
they
can
also
create
Environmental
Erford, House, & Martin, 2003;
Lambert, 1988, 1998).
Exposure
Support
an environment
that
fosters
Supports for
Pro-Academic
increased student
self-efficacy.
Behavior
willing to serve in
leadership roles.
• Because parents play a significant role in African American male students’ career
aspirations, it is essential that parents/guardians demonstrate their love through active
involvement in their child’s education. Equally as important, they need to provide ongoing
support(Brott
and encouragement
their African
American
students
will have
a strong belief
& Myers, 1999;soEducation
Trust,
1997;male
Education
Trust,
1997;
in himself.
Erford, House, & Martin, 2003; Lambert, 1988, 1998).
on” experiences with STEM applications. Such partnerships are excellent
ways2003)
to increase
(Sears,
African American males’ interest and exposure to the different career paths in STEM. Also,
these initiatives are excellent ways to supplement students K-12 educational experiences.
willing to serve in
leadership roles.
Social
Integration
(Sears, 2003)
Socialization
School
counselors
who
initiate and
Questions
and
Answers
All who
seek
implement
practices
andto
programs
that
collaboratively
advance
advance
student
student learning will be seen as
successes
must
be
leaders in their
schools.
willing to serve in
leadership roles.
Such initiatives and programs not
only improve sustained student
(Brott
& Myers, 1999; Education
Trust, 1997;
Education
Trust,
1997;
achievement,
they
can
also
create
Erford, House, & Martin, 2003; Lambert, 1988, 1998).
an environment that fosters
increased student self-efficacy.
(Sears, 2003)
7