Abstract
Considering the growth and promising outlook of STEM occupations and the significant need to diversify STEM, the present study explored Black and Latinx youths’ situated experiences with and perspectives on STEM education. Informed by the major tenets of a grounded theory qualitative method, we interviewed 24 middle and high school students about their perceptions of their math and science preparation, their pursuit of STEM pathways, and their persistence in these fields. Results suggested a major theme related to participants’ experiences navigating uneven pathways towards academic and STEM success. In relation to this major theme, five open themes emerged which included: (1) characteristics, behaviors, and beliefs related to success in math and science; (2) familial role in achievement and success; (3) the lived experience of school and STEM classes; (4) external barriers and supports related to academic success; and (5) STEM careers and world of work. Identifying the challenges and opportunities that Black and Latinx youth face in their math and science education may inform the development of STEM education programs that meet the needs of this population.
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Appendices
Appendix 1
See Table 1.
Appendix 2
Semi-Structured Interview Questionnaire
General Questions
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1.
What do you think about school?
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a.
Examples
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b.
Positives/negatives
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a.
-
2.
What kinds of things do you like to do outside of school? (structured/unstructured)
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a.
What do you like about [activity name]?
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b.
Who do you do those activities with?
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a.
-
3.
How well do you sleep at night?
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a.
If not well: What makes it hard to sleep at night?
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b.
Do you ever have your phone or computer with you?
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a.
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4.
What helps you succeed or do well in academics?
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a.
What makes you do well compared to others? (internal/external supports)
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b.
Probe influences
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a.
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5.
Types of relationships
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a.
Peers
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b.
Adults
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a.
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6.
Types of actions
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7.
What are some ways you manage stress?
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a.
Activities?
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b.
Internal strategies?
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c.
Interpersonal connections?
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a.
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8.
What jobs/careers do you hope to have when you get older?
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a.
What jobs/careers do you expect to have when you get older?
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b.
If there is a difference: What might the reason for you to have the job you expect versus the job you hope?
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a.
-
9.
Could you describe the process you would go through to become a ________?
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a.
What are the steps you would need to take to become a ____________?
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a.
-
10.
What do your parents/family members think are good jobs/careers for you?
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a.
Are there any specific jobs your parents/family members would definitely not want you to have and why not?
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b.
What would your family/parents say if you decided to get a job in science, technology, engineering, or math?
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a.
STEM Pathways (opportunities, mentors, career knowledge, do you know what you need to get to your end goal?)
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1.
What comes to mind when you think about jobs in science, technology, engineering and math?
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a.
What do you know about jobs in these areas?
-
b.
How did you learn about them?
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c.
If non-responsive: Prompt with examples (friends, family, role models, teachers, etc.)
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d.
What would you like to know about these kinds of jobs that you don’t know right now?
-
a.
-
2.
Tell me about any previous experiences you had where you were interested in STEM.
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a.
Field trips? School events? Witnessing parents or loved ones/inspirational people do well?
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a.
STEM Preparation/Self-Efficacy in Math and Science
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1.
From when you were younger to now, how have you felt about math?
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a.
Based on that, do you think your ability to do well and general preparedness to do well in math changed over time? Tell me more.
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a.
-
2.
From when you were younger to now, how have you felt about science?
-
3.
How prepared do you feel in your math and science classes? (Or what does being prepared for math and science classes mean to you?)
-
a.
What do you do to prepare for math and science?
-
b.
What do others do to help you prepare for math and science?
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c.
How comfortable do you feel about taking more advanced math and science classes?
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a.
STEM Persistence (Psychological, Behavioral, Cognitive)
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1.
When math and sciences classes get hard, what do you do?
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a.
Help-seeking behavior
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b.
Strategies
-
c.
Self-efficacy
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d.
Different relationships (peers, teachers, parents, others)
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a.
-
2.
In school and outside of school
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a.
Environmental contexts—competition? Pressure to do well?
-
b.
How do you motivate yourself when you feel that you are stuck in a challenge or obstacle related to school?
-
a.
-
3.
What do you do when your math and science classes go well?
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a.
How they feel
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b.
Sense of self/confidence
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c.
What were some of the things you did that helped you do well?
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d.
How’d you keep going at it?
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a.
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4.
As you get older, what are some challenges you think you will face related to STEM?
-
a.
Probe: high school, college, careers
So now we are going to switch topics and talk a little bit about your identity. There are no right or wrong answers to these questions.
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a.
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5.
What ethnicity and gender do you identify with?
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6.
How do you think your identity influences, if at all, your success in going into a STEM career?
Now, I’m wondering if we could talk a little bit about some barriers and challenges you might face that have to do with your identity.
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7.
Sometimes individuals from underrepresented groups in STEM, like women or people of color, experience challenges related to their identity. Have you ever experienced a time when other individuals judged you based on your race or a gender stereotype?
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a.
Stereotype threat? (think, experience, cope)
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a.
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8.
Has this ever happened to you in an academic setting or in STEM classes?
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9.
Has this ever happened to you outside of class or school?
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a.
What was that experience like for you?
-
b.
How do you cope with experiences like this?
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a.
-
10.
Need to perform better than others?
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11.
Do you feel like you need to prove yourself?
-
12.
Is there anything that we have not asked you that you think we should know about?
Appendix 3
Demographic Questionnaire
Demographic Questions
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1.
How old are you?
-
2.
What is the name of your school?
-
3.
What grade are you currently in?
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4.
What is your gender identity?
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5.
What is your racial identity?
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6.
What is your ethnic identity?
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7.
Do you have any siblings?
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a.
If yes: How many siblings do you have, and what are their ages and gender?
-
a.
-
8.
Who are your primary caretakers (the adults at home who take care of you)?
-
9.
If any, what jobs do your primary caretakers or parents hold?
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10.
Who lives at home with you?
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11.
Who helps you at home with your homework?
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12.
What language(s) do you speak at home?
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13.
What are some of the jobs and careers you’ve learned about at home?
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14.
What is your favorite class in school?
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15.
How long does it take you to get to school?
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16.
What clubs/activities do you do in school?
-
17.
What activities/clubs do you do outside of school?
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Park-Taylor, J., Wing, H.M., Aladin, M. et al. STEM Pathways for Black and Latinx Middle and High School Students. Urban Rev 54, 595–623 (2022). https://doi.org/10.1007/s11256-021-00631-0
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DOI: https://doi.org/10.1007/s11256-021-00631-0