Objectives or Purposes

Historically Black Colleges and Universities (HBCUs) continue to play a critical role in the overall production of undergraduate degrees awarded to African Americans in Science, Technology, Engineering, and Mathematics (STEM) disciplines.  Nationally, 30% of the undergraduate engineering degrees and 44% of the natural science undergraduate degrees awarded to African Americans were awarded to HBCU graduates (NSF, 2002, pgs. 4-10).  Additionally, data suggests that African Americans who complete their undergraduate degrees at HBCUs are more likely to attend graduate school and complete a doctoral degree.  For example, in the science and engineering fields, HBCUs account for 17% of Black graduate students (NSF, 2002, p. 30).  Thus, it could be inferred that perhaps one of the most pressing national STEM problems, the shortage of a qualified workforce, could be addressed forthrightly by the HBCU. These institutions are ideally situated to offer viable solutions to combat this critical problem.

Historically, HBCUs have managed to be very successful in graduating students of color despite struggles with open admission criteria, financial restraints, and attrition (Brady et al., 2000; Nettles, Wagener, Millett, & Killenbeck, 1999; Stewart, 2000). Studies examining HBCUs reveal invaluable data. For example, a seven-year study of 3,000 African-American and white college students from 15 HBCUs and primarily white institutions (PWIs) indicated that students in HBCUs showed greater evidence of intellectual development, especially in the senior year. Whereas, intellectual development was found at PWIs, the researcher suggests that it was not as widespread as at HBCUs (Weber, 1992). Another possible explanation for the success with students of color is that African-American colleges and universities have historically had a mission of developmental education and a solid foundation of providing educational opportunity for all (Jones & Richards-Smith, 1987). Professors in HBCUs are aware that oftentimes education for African Americans requires the type of professor who can deal with a variety of social, emotional, financial, and academic challenges and deficiencies (Blackwell, 1989; Jones & Richards-Smith, 1987; Stewart, 2000).

For more than three decades, both educational and scientific communities have channeled efforts and resources aimed at increasing the number of African-American students completing STEM degrees and subsequently pursuing STEM careers. Data reported in 2003 highlight the percentages of African Americans and Hispanics that earned bachelor degrees in engineering- – 4.6% and 6.2%, respectively (Chubin, May, & Babco, 2005). Despite an overall increase in baccalaureate degree production, the proportion of minority freshmen in engineering has steadily declined since 1995 (Chubin, May, & Barco, 2005).  Even more daunting are the numbers of students of color in general, and African Americans in particular, who go on to pursue advanced STEM degrees. According to Hamilton (2004), in 2001, only two percent of doctorate holders in the sciences and engineering were African American. More recent data reveal that, HBCUs contributed 19% of the nearly 9% of bachelor’s degrees awarded in science and engineering to Blacks in 2010 (Gasman & Nguyen, 2014). In 2010, approximately 33% of all Black students who earned bachelor’s degrees in mathematics and statistics attended HBCUs and HBCUs produced nearly 37% of all Black undergraduates who received bachelor’s degrees in the physical sciences (Gasman & Nguyen, 2014).

As minority populations continue to increase, their participation in the STEM workforce will be critical to the health of our growing economy. Thus, one of the most important areas of focus should be on increasing minority STEM graduates.  A significant facet of this is to understand the role faculty should play in preparing these students and assisting with their matriculation to graduation and ultimately their participation in the workforce.  The STEM Workforce Challenge Report (2007) identified three key issues as detractors from STEM success, particularly in developing a STEM workforce:

1. Many students never make it into the STEM pipeline because of inadequate preparation in math and science or poor teacher quality in their K-12 systems.
2. Many, who are academically qualified for postsecondary studies in science and math fields at both the two- and four-year levels don’t pursue those programs.
3. The low engagement with STEM-related learning is particularly acute among minority, female, and lower-income students who comprise a growing proportion of the total college- going public. (pg. 2-3)

Perspective(s) or theoretical framework

This investigation will use grounded theory as the theoretical approach—serving as both method and analytical tool. The five analytic (and not strictly sequential) phases of grounded theory building will be used; namely, research design, data collection, data ordering, data analysis and literature comparison.  All information will be analyzed using open, axial, and selective coding methods to uncover salient emergent categories and themes (Strauss & Corbin, 1998).  The constant comparative method will serve to provide an on-going means of comparing data to and against other data to gain additional insights on research findings (Merriam, 1990).  Additionally, the paradigm model will assist in not only placing and selecting viable codes but also in identifying salient categories and themes.  According to (Strauss & Corbin, 1998), use of this model “enables the researcher to think systematically about data and to relate them in very complex ways” (p. 99). An interview protocol will be developed to explore how HBCU STEM faculties contribute to STEM student persistence, retention, and ultimately graduation. Qualitative research provides a clear opportunity to get the emic or insider perspective from HBCU STEM faculty participants, thus allowing them to provide authentic accounts of their experiences.  An essential tenant of qualitative research is the emergent design, which provides some measure of flexibility in the study design to incorporate design elements in situ that leads to more robust data collection. Semi-structured interviews will be conducted with HBCU STEM faculty from each of the five institutions. Additionally, semi-structured interviews will be conducted with STEM Deans representing the respective institutions. Their participation will assist in the important process of assuring trustworthiness as well as triangulating qualitative data.

Methods and Data Sources

From this list of key issues, the role and importance of faculty can be readily discerned.  These three maladies all relate, whether directly or indirectly, to the significant contribution that faculty can make in addressing pipeline issues–many even before the student reaches the postsecondary level.  Hence, a key emergent question then becomes:  What factors are critical for faculty who prepare HBCU STEM majors for graduate and professional school as well as careers in the STEM workforce? Therefore, the proposed research seeks to address the following research questions:

1. What factors by STEM faculty support minority student persistence and retention in STEM?
2. What strategies can faculty implement to effectively prepare minority students for graduate education and careers in the STEM workforce?

The research investigation will utilize a mixed methods approach to allow for the collection and analysis of both qualitative and quantitative data from five institutions.  Mixed methods research is a technique that supports collecting and analyzing both quantitative and qualitative data in a single study or a series of studies based on priority and sequence of information (Creswell, 2003).  This type of investigation provides a complete picture of a research problem. As this study aims to first understand the depth of faculty experiences and strategies as well as the frequency and breadth of the experiences, a mixed methods investigation is the best approach. The first phase of the project will include a qualitative investigation.  The faculty who prepare STEM graduates at the respective institutions will participate in individual interviews, focus groups, and chat-based discussions for purposes of data collection. In the second phase, the data from these qualitative findings will be used to develop a quantitative instrument that will be used as a model for not only other HBCUs, but also for Predominately White Institutions (PWIs) engaged in the training and development of African American STEM students.

A unique aspect of this investigation is its primary focus on HBCU faculty.  It is also significant that this research will identify factors, through a multi-institutional, mixed methods approach utilizing both qualitative and quantitative measures, which contribute to HBCU STEM faculty’s production of successful STEM graduates. The knowledge base in the area of HBCU STEM faculty is at best shallow and at worst non-existent; using a combination of the descriptors: HBCU/STEM/faculty, even the most comprehensive search engine reveals a scant number of publications—if any. The few studies that have attempted to address the problem of minority underrepresentation and underachievement in STEM have not specifically addressed the contributions of faculty–particularly those faculties in the institutions (i.e. HBCUs) who continue to produce the most significant numbers of African-American STEM graduates (Removed for blind review, 2010; Clewell & Tsui, 2010; Perna et al., 2007).

Preliminary Results

Preliminary results suggest that five characteristics that faculty need to support increases in the number of African-American students with STEM degrees include being committed to students, approachable, diligent, encouraging and honest/fair. Findings provide critical insight on faculty development for HBCU faculty in general and HBCU STEM faculty in particular and will inform best practices for STEM faculty development also in PWI contexts.

Significance

A unique aspect of this investigation is its primary focus on HBCU faculty. It is also significant that this research will identify factors, through a multi-institutional model, further increasing the applicability of results. The knowledge base in the area of HBCU STEM faculty effectiveness is shallow, yet there is a large demand. The studies that have attempted to address the problem of minority underrepresentation and underachievement in STEM have not specifically addressed the contributions of faculty–particularly those faculties in the institutions who continue to produce the most significant numbers of African-American STEM graduates. Outcomes of this research have the potential to challenge traditional perspectives and conventional wisdom regarding how faculty can structure successful collegiate experiences for minority STEM students.