Skip to main content

Advertisement

SpringerLink
Log in

The Contribution of HBCUS to the Preparation of African American Women for Stem Careers: A Case Study

  • Published:
Research in Higher Education Aims and scope Submit manuscript

Abstract

This study uses case study analysis to explore the ways that Spelman College, a historically Black women’s college, promotes the attainment of African American women in STEM fields. Although limited to one institution, the findings shed light on the ways that institutional characteristics, policies, and practices may mitigate the barriers that limit attainment of African American women in STEM fields. Drawing on the findings, the paper concludes with recommendations for improving policy and practice as well as recommendations for additional fruitful research.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Similar content being viewed by others

References

  • Anderson, S. E. (1990). Worldmath curriculum: Fighting Eurocentrism in mathematics. The Journal of Negro Education, 59(3), 348–359.

    Article  Google Scholar 

  • Armstrong, E. E., & Thompson, K. (2003). Strategies for increasing minorities in the sciences: A University of Maryland, College Park model. Journal of Women and Minorities in Sciences and Engineering, 9(2), 119–135.

    Article  Google Scholar 

  • Bensimon, E. M. (2007). The underestimated significance of practitioner knowledge in the scholarship on student success. Review of Higher Education, 30(4), 441–469.

    Google Scholar 

  • Borden, V. M. H., & Brown, P. C. (2004). The Top 100: Interpreting the data. Black Issues in Higher Education, 21(8), 3.

    Google Scholar 

  • Bozeman, S. T., & Hughes, R. J. (2004). Improving the graduate school experience for women in mathematics: The EDGE program. Journal of Women and Minorities in Science and Engineering, 10, 243–253.

    Article  Google Scholar 

  • Brown, R. P., Charnsangavej, T., Keough, K. A., Newman, M. L., & Rentfrow, P. J. (2000). Putting the “affirm” into affirmative action: Preferential selection and academic performance. Journal of Personality and Social Psychology, 79, 736–747.

    Article  Google Scholar 

  • Brown, R. P., & Josephs, R. A. (1999). A burden of proof: Stereotype relevance and gender differences in math performance. Journal of Personality and Social Psychology, 76, 246–257.

    Article  Google Scholar 

  • Buncick, M., Betts, P. G., & Horgan, D. D. (2001). Using demonstrations as a contextual road map: Enhancing course continuity and promoting active engagement in introductory college physics. International Journal of Science Education, 23, 1237–1255.

    Article  Google Scholar 

  • Busch-Vishniac, I. J., & Jarosz, J. P. (2004). Can diversity in the undergraduate engineering population be enhanced through curricular change? Journal of Women and Minorities in Science and Engineering, 10, 255–281.

    Article  Google Scholar 

  • Cataldi, E. F., Fahimi, M., & Bradburn, E. M. (2005). 2004 National study of postsecondary faculty (NSOPF:04) report on faculty and instructional staff in fall 2003. Washington, DC: U.S. Department of Education (NCES 2005–172).

  • Colbeck, C. L., Cabrera, A. F., & Terenzini, P. T. (2001). Learning professional confidence: Linking teaching practices, students’ self-perceptions, and gender. Review of Higher Education, 24, 173–191.

    Google Scholar 

  • Committee on Equal Opportunities in Science and Engineering. (2004). Broadening participation in America’s science and engineering workforce: The 1994–2003 decennial and 2004 biennial reports to Congress. Arlington, VA: National Science Foundation (CEOSE 04-01).

    Google Scholar 

  • Cullen, M. J., Hardison, C. M., & Sackett, P. R. (2004). Using SAT-grade and ability-job performance relationships to test predictions derived from stereotype threat theory. Journal of Applied Psychology, 89(2), 220–230.

    Article  Google Scholar 

  • Diverse Issues in Higher Education. (2007). Top 100 degree producers, 2007. Retrieved October 1, 2007 from http://proxy.library.upenn.edu:6797/Top100DegreeProducers2007Undergraduate.asp.

  • Freedle, R. O. (2003). Correcting the SAT’s ethnic and social-class bias: A method for reestimating SAT scores. Harvard Educational Review, 73, 1–42.

    Google Scholar 

  • Gasman, M., & Anderson-Thompkins, S. (2003). Fund raising from Black college alumni: Successful strategies for supporting alma mater. Washington, DC: CASE Books.

    Google Scholar 

  • Gonzales, P. M., Blanton, H., & Williams, K. J. (2002). The effects of stereotype threat and double-minority status on the test performance of Latino women. Journal of Personality and Social Psychology, 28, 659–670.

    Article  Google Scholar 

  • Hanson, S. L. (2004). African American women in Science: Experiences from high school through the post-secondary years and beyond. National Women’s Studies Association Journal, 16(1), 96–115.

    Google Scholar 

  • Harper, S. R., Carini, R., Bridges, B., & Hayek, J. (2004). Gender differences in student engagement among African American undergraduates at Historically Black Colleges and Universities. Journal of College Student Development, 45(3), 271–284.

    Article  Google Scholar 

  • Hill, S. T., & Green, M. M. (2007). Science and engineering degrees, by race/ethnicity of recipients: 1995–2004. Arlington, VA: National Science Foundation (NSF 07-308).

    Google Scholar 

  • Kim, M. K., & Conrad, C. (2006). The impact of historically Black colleges and universities on the academic success of African-American students. Research in Higher Education, 47(4), 399–427.

    Article  Google Scholar 

  • Kimbrough, W., & Harper, S. R. (2006). African American men at Historically Black Colleges and Universities: Different environments, similar challenges. In M. J. Cuyjet & Associates (Ed.), African American men in college. San Francisco: Jossey-Bass.

    Google Scholar 

  • Lent, R. W., Sheu, H. B., Schmidt, J., Brenner, B. R., Wilkins, G., Brown, S. D., et al. (2005). Social cognitive predictors of academic interests and goals in engineering: Utility for women and students at historically black universities. Journal of Counseling Psychology, 52, 84–92.

    Article  Google Scholar 

  • Leslie, L. L., McClure, G. T., & Oaxaca, R. L. (1998). Women and minorities in science and engineering: A life sequence analysis. Journal of Higher Education, 69, 239–276.

    Article  Google Scholar 

  • Maton, K. I., Hrabowski, F. A., & Schmitt, C. L. (2000). African American college students excelling in the sciences: College and postcollege outcomes in the Meyerhoff Scholars Program. Journal of Research in Science Teaching, 37, 629–654.

    Article  Google Scholar 

  • Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass Publishers.

    Google Scholar 

  • National Center for Education Statistics. (2007). Digest of education statistics 2006. Washington, DC: Author.

    Google Scholar 

  • National Science Foundation. (2004). Women, minorities, and persons with disabilities in science and engineering. Arlington, VA: National Science Foundation (NSF 04-317).

    Google Scholar 

  • National Science Foundation. (2006a). Investing in America’s future: Strategic plan 2006–2011. Arlington, VA: Author (NSF 06-48).

    Google Scholar 

  • National Science Foundation. (2006b). America’s pressing challenge: Building a stronger foundation, a companion to science and engineering indicators. Arlington, VA: Author.

    Google Scholar 

  • National Science Foundation. (2006c). Science and engineering indicators 2006. Arlington, VA: Author. Retrieved October 1, 2007 from www.nsf.gov/statistics/seind06.

  • Nettles, M. T., & Millett, C. M. (1999). The human capital liabilities of underrepresented minorities in pursuit of science, mathematics and engineering doctoral degrees. Making Strides: Research News on Minority Graduate Education, 1(2). Retrieved October 1, 2007 from http://ehrweb.aaas.org/mge/Archives/2/Nettles.html.

  • O’Brien, L. T., & Crandall, C. S. (2003). Stereotype threat and arousal: Effects on women’s math performance. Personality & Social Psychology Bulletin, 29(6), 782–789.

    Article  Google Scholar 

  • Palmer, R. & Gasman, M. (2008). ‘It Takes a Village’: Social capital and academic success at Historically Black Colleges and Universities. Journal of College Student Development, 49(1), 52–70.

    Article  Google Scholar 

  • Pascarella, E., & Terenzini, P. (2005). How college affects students: Volume 2, a third decade of research. San Francisco: Jossey-Bass.

    Google Scholar 

  • Perna, L. W. (2001). The contribution of historically Black colleges and universities to the preparation of African Americans for faculty careers. Research in Higher Education, 42, 267–294.

    Article  Google Scholar 

  • Perna, L. W., Cooper, M., & Li, C. (2007). Improving educational opportunities for students who work. Readings on Equal Education, 22, 109–160.

    Google Scholar 

  • Rayman, P., & Brett, B. (1995). Women science majors: What makes a difference in persistence after graduation? Journal of Higher Education, 66, 388–414.

    Article  Google Scholar 

  • Read, F. (1961). The story of Spelman College. Atlanta: Spelman College.

    Google Scholar 

  • Riley, D. (2003). Employing liberative pedagogies in engineering education. Journal of Women and Minorities in Science and Engineering, 9(2), 137–158.

    Article  Google Scholar 

  • Rosser, S. V., & Kelly, B. (1994). Who is helped by friendly inclusion? A transformation teaching model. Journal of Women and Minorities in Science and Engineering, 1, 175–192.

    Google Scholar 

  • Shmurak, C. B., & Handler, B. S. (1992). “Castle of science”: Mount Holyoke College and the preparation of women in chemistry, 1837–1941. History of Education Quarterly, 32, 315–342.

    Article  Google Scholar 

  • Solorzano, D. G. (1995). The doctorate production and baccalaureate origins of African Americans in the sciences and engineering. Journal of Negro Education, 64(1), 15–32.

    Article  Google Scholar 

  • Southern Education Foundation. (2005). Igniting potential: Historically Black Colleges and Universities in science, technology, engineering, and mathematics. Atlanta, GA: Author.

    Google Scholar 

  • Sprague, J. (2005). Feminist methodologies for critical researchers: Bridging differences. Walnut Creek, CA: Altamira Press.

    Google Scholar 

  • Stake, R. E. (1995). The art of case study research. Thousand Oaks: Sage Publications.

    Google Scholar 

  • Stanton-Salazar, R. D. (1997). A social capital framework for understanding the socialization of racial minority children and youth. Harvard Education Review, 67, 1–39.

    Google Scholar 

  • Stanton-Salazar, R. D. (2001). Manufacturing hope and despair: The school and kin support networks of U.S.-Mexican youth. New York: Teachers College Press.

    Google Scholar 

  • Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69, 797–811.

    Article  Google Scholar 

  • VanLangen, P., & Dekkers, H. (2005). Cross-national differences in participating in tertiary science, technology, engineering, and mathematics education. Comparative Education, 41, 329–350.

    Article  Google Scholar 

  • VanLeuvan, P. (2004). Young women’s science/mathematics career goals from seventh grade to high school graduation. Journal of Educational Research, 97, 248–267.

    Article  Google Scholar 

  • Watson, Y., & Gregory, S. T. (2005). Daring to educate: The legacy of early Spelman College presidents. Sterling, VA: Stylus Publishers.

    Google Scholar 

  • Wenglinsky, H. (1997). Students at Historically Black Colleges and Universities: Their aspirations & accomplishments. Policy Information Report. Princeton, NJ: Educational Testing Service.

  • Wilson, S. (1979). Exploration of the usefulness of case study evaluations. Evaluation Quarterly, 3(3), 446–459.

    Article  Google Scholar 

  • Yin, R. K. (2003a). Applications of case study research, 2nd edition. Applied Social Research Methods Series, Volume 34. Thousand Oaks, CA: Sage Publications.

  • Yin, R. K. (2003b). Case study research: Design and methods, 3rd edition. Applied Social Research Methods Series, Volume 5. Thousand Oaks, CA: Sage Publications.

  • Zeldin, A. L., & Pajares, F. (2000). Against the odds: Self-efficacy beliefs of women in mathematical, scientific, and technological careers. American Educational Research Journal, 37, 215–246.

    Google Scholar 

  • Zhao, C., Carini, R., & Kuh, G. (2005). Searching for the peach blossom Shangri-la: Student engagement of and women SMET majors. Review of Higher Education, 28(4), 503–525.

    Article  Google Scholar 

  • Zinn, M. B. (1979). Field research in minority communities: Ethical, methodological, and political observations by an insider. Social Problems, 27(2), 209–219.

    Article  Google Scholar 

Download references

Acknowledgments

This research was supported by funding from the Graduate School of Education and the University of Pennsylvania’s Diversity Fund. The opinions expressed in this paper are those of the authors and do not necessarily represent the views of the funders. An earlier version of this paper was presented in November 2007 at the annual meeting of the Association for the Study of Higher Education in Louisville, Kentucky.

Author information

Authors and Affiliations

  1. Graduate School of Education, University of Pennsylvania, 3700 Walnut, Room 424, Philadelphia, PA, 19104, USA

    Laura Perna, Valerie Lundy-Wagner, Noah D. Drezner, Marybeth Gasman, Susan Yoon, Enakshi Bose & Shannon Gary

Authors
  1. Laura Perna
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Valerie Lundy-Wagner
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Noah D. Drezner
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Marybeth Gasman
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Susan Yoon
    View author publications

    You can also search for this author in PubMed Google Scholar

  6. Enakshi Bose
    View author publications

    You can also search for this author in PubMed Google Scholar

  7. Shannon Gary
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Laura Perna.

Appendix A

Appendix A

Spelman Focus Group Protocols

At the Beginning of the Focus Group Session, the Moderator Should Explain the Following to the Participants

Thank you for agreeing to participate in this interview. We are conducting this study to understand more about your experiences as a student here at Spelman. You were invited because you are all studying in what we describe as STEM, or science, technology, engineering, or math, fields. Your participation is completely voluntary. There is no right or wrong answer. We expect that you will have differing points of view. Please feel free to share your point of view even if it differs from what others have said.

Before we get started, please take a few minutes to read and sign the Informed Consent form that we are passing out. If you have any questions about this form or study please ask us.

We will be video taping the discussion and taking notes for us to use when we write about our findings. Everything you say will be treated as anonymous. The names of all participants will be kept confidential. Information that we compile from our visit here will be presented in ways that ensure that none of the individuals are identifiable by anyone beyond the research team. If at anytime you do not feel comfortable answering a question you may simply decline.

It’s important that we hear from all of you because you’ve had different experiences. Throughout our conversation we might ask additional questions to delve further into your answers and find out more about your experience. In the same vein, we might ask for you to answer specific questions, in order to make sure that we hear from all of you.

This focus group session will take approximately 1 h.

Student Focus Groups

  1. 1.

    Let’s start by getting to know one another. We’re going to go around the group. Please say your name, your year, and your major.

  2. 2.

    Why did you choose to come to Spelman?

    1. a.

      How did you first learn about the school?

  3. 3.

    How and why did you select your major?

  4. 4.

    Can you tell me about your experience in your major at Spelman? What aspects are most positive? What have been your greatest challenges? (listen and prompt for…)

    1. a.

      School culture

    2. b.

      Faculty interaction, in and out of the classroom

    3. c.

      Peer interaction

    4. d.

      Academic advising

    5. e.

      Course and lab experiences

    6. f.

      Social clubs and organizations

    7. g.

      Academic clubs and organizations

  5. 5.

    Do you have a mentor?

    1. a.

      Is he/she faculty or peer? Why do you consider that person to be a mentor?

    2. b.

      How did this person come to be your mentor? Was he/she formally or informally assigned?

  6. 6.

    What kinds of supports are there for you if you need academic help? If you are looking for an internship? If you are looking for some other kinds of experiences that will help you with your academic life?

  7. 7.

    What are your educational and career goals? Do you feel that Spelman is preparing you for a successful career in your field? How? Any weaknesses in this preparation?

  8. 8.

    What kinds of support and encouragement do you receive from other people in your life?

    1. a.

      What does your family think about your decision to major in your field? Your high school friends? College friends?

  9. 9.

    If you could change one thing to better promote the academic success of students at Spelman in STEM fields, what would it be?

Faculty Focus Groups

  1. 1.

    Let’s start by getting to know one another. We’re going to go around the group. Please say your name, how long you have been on faculty, how long you have been at Spelman, the courses you teach and your research interests.

  2. 2.

    Why did you choose to come to Spelman?

    1. a.

      How did you first learn about the school?

  3. 3.

    Can you tell me about the experiences at Spelman for students who major in science, mathematics, and engineering? What aspects are most positive? What are the greatest challenges? (listen and prompt for…)

    1. a.

      School culture

    2. b.

      Faculty interaction

    3. c.

      Student interaction

    4. d.

      Academic advising

    5. e.

      Course and lab experiences

  4. 4.

    What are your goals for your students?

  5. 5.

    What do students who major in science, math, and engineering at Spelman do one year after graduating? 5 years? 10 years?

  6. 6.

    Is there a mentoring process in place? What share of students in STEM fields do you think have a faculty or peer mentor? How would you define a good mentor?

  7. 7.

    Are there any clubs or organizations that specifically help students succeed at Spelman in generally and STEM fields in particular? (listen and prompt for…)

    1. a.

      Social clubs or organizations

    2. b.

      Academic clubs or organizations

  8. 8.

    What kinds of supports are there for students who need academic help? Are looking for an internship? Are looking for some other kinds of experiences that will help them with their academic life?

  9. 9.

    How do you think students at Spelman pay the costs of attending? Do students typically work while attending classes? Where? How many hours per week?

  10. 10.

    Do you feel that Spelman prepares students for successful careers in STEM fields? How? Any weaknesses in this preparation?

  11. 11.

    If you could change one thing to better promote the academic success of students in STEM fields at Spelman, what would it be?

  12. 12.

    What kinds of support and encouragement do you think that students in STEM fields receive from other people in their lives? (faculty, family, high school friends, college friends, others).

Rights and permissions

Reprints and permissions

About this article

Cite this article

Perna, L., Lundy-Wagner, V., Drezner, N.D. et al. The Contribution of HBCUS to the Preparation of African American Women for Stem Careers: A Case Study. Res High Educ 50, 1–23 (2009). https://doi.org/10.1007/s11162-008-9110-y

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s11162-008-9110-y

Keywords

Search

Navigation