The K-12 Experiences of African American Collegiate Women in STEM Majors: A Counternarrative

The purpose of this study was to explore the K-12 experiences of African American women who were majoring in a science, technology, engineering or mathematics (STEM) field, and the ways in which those messages and experiences contributed to their selecting and persisting within their STEM major. A narrative approach was used to depict the lived experiences of each woman. By using a counternarrative, a different lens is provided to understand the contribution of the selection of undergraduate STEM majors by Black women. Ten women from both historically Black colleges and universities (HBCUs) and predominately White institutions (PWIs) were interviewed, informing the studies counternarrative. Findings indicated that overwhelmingly African American women who had early exposure, particularly during their elementary and middle school years, not only continued to their interest, but were less likely to need outside support and encouragement to continue their STEM pursuits. The K-12 STEM experiences with teachers particularly during the formative years had an additional significant impact on the women and their selection of a STEM major. By understanding these K-12 experiences, the design of K-12 STEM programs both inside and out of the classroom can be informed, further influencing the selection and persistence of African American women in STEM undergraduate majors.