STEMming the tide: Understanding the academic success of Black male college students in science, technology, engineering, and mathematics majors

Because Black males are significantly underrepresented in science, technology, engineering, and mathematics (STEM) majors at predominantly White institutions (PWIs), this study sought to answer what the relationships are between racial identity, self-efficacy, institutional integration, and academic experience of successful Black, male STEM majors at PWIs and what successful Black males perceive as factors contributing to their academic success in STEM majors? Participants in this case study included nine academically successful Black men studying engineering at a PWI in Southern California. Data were collected through one-on-one interviews.;Findings of the study include: (a) successful Black males expressed positive self-efficacy beliefs and were in the internalization stage of development; (b) five emergent themes appeared as salient factors in the academic success of these Black, male STEM majors [academic success behaviors, personal attributes, support sources, success stimuli, and uniqueness and underrepresentation]; (c) almost all participants were internally driven and motivated to succeed and all stressed the importance of being focused; (d) all had support systems that included family, peers, mentors, and programs that continuously provided guidance and encouragement to succeed; and finally, (e) the majority of the participants were motivated by the potential for higher earnings and future job outlook for STEM major graduates.;In conclusion, what became evident was the participants knew who they were, what they needed, where they were going, how to get there, who could help them, and most importantly, they developed meaningful interactions with people, programs, and services that best would benefit them.