Improving the Experiences and Retention of Black Students in STEM Education

Hermine Vedogbeton; Crystal Brown; Gbetonmasse B Somasse; Robert Krueger

Download Paper | Permalink

Conference: 2023 ASEE Annual Conference & Exposition
Location: Baltimore , Maryland
Publication Date: June 25, 2023
Start Date: June 25, 2023
End Date: June 28, 2023
Conference Session: Towards a Participatory Action, Retention of Black Students, and Exploring Black Engineering Student Success
Tagged Division: Minorities in Engineering Division(MIND)
Tagged Topic: Diversity
Page Count: 16
DOI: 10.18260/1-2--43600
Permanent URL: https://peer.asee.org/43600
Download Count: 208

Paper Authors

biography

Hermine Vedogbeton Worcester Polytechnic Institute

visit author page

Dr. Hermine Vedogbeton is an Assistant Research Professor at the Worcester Polytechnic Institute (WPI). Her research interests include social justice, environment justice, ecosystem services, and women & the environment. She holds a Ph.D. in in Economics and a master’s in International Development and Social Change from Clark University.

visit author page

author page

Crystal Brown

biography

Gbetonmasse B Somasse Worcester Polytechnic Institute orcid.org/0000-0002-1274-028X

visit author page

Gbetonmasse Somasse is a faculty member in the Department of Social Science and Policy Studies at the Worcester Polytechnic Institute. He holds a Ph.D. in economics and a Master's in statistics. His research interests are in applied econometrics, technology and development, program evaluation, and higher education. In teaching and learning, he is interested in student motivation, experiential learning, and critical reflection to promote active and more intentional learning. Previously, Somasse was a senior economist statistician at the Central Bank of West African States.

visit author page

author page

Robert Krueger Worcester Polytechnic Institute

Download Paper | Permalink

Abstract

For decades, predominantly white educational institutions welcomed a homogenous body of students with similar socio-economic and academic backgrounds. However, for the past few years, universities and colleges have seen an increase in the number of students coming from diverse backgrounds (Pope et al., 2009; Mayhew et al., 2016; Quaye and Harper, 2015). These students, particularly underrepresented minorities (URM) have experienced negative challenges as a result of an inadequate campus climate, the curricula, and policies set by most universities and colleges. Recent acts of hate and violence against Black people combined with their low retention and graduation rates forced many institutions to take actions and seek ways to better support URM including Black students.

The goal of this study is to describe and address the negative experience of the increasing number of Black students at this PWI. Specifically, we aim to 1) identify the problems/challenges students face or have experienced on campus; 2) document their needs to feel supported and fully included as members of the community, and 3) co-design, evaluate and implement interventions to improve the campus climate for them. We used qualitative and quantitative research methods based on firsthand accounts of students and alumni to reveal their experiences. Our main results suggest that Black students had issues transitioning and adjusting to campus life during their first two years. Students also experienced challenges adapting to their course curricula and campus life because of the lack of exposure to resources that the institution offers. For example, about 6 in 10 respondents (N=115) were not able to participate in a First Year experience program where faculty and peer advisors help students adapt to campus life and learn about campus resources. Students also reported being victims of attacks in dorms and classrooms. We found that most of the microaggressions perpetuated on Black students come from within the community including 57% from non-Black peers and 10% from faculty. Finally, students reported challenges working in teams and feeling diminished and non-respected by their peers.

Through this project, we aim to identify and address the key issues this group of students face from their matriculation to their graduation. The study provides an opportunity for STEM institutions to better serve Black students and institutionalize models that foster inclusion and the sense of belonging.

Citation
Format

Vedogbeton, H., & Brown, C., & Somasse, G. B., & Krueger, R. (2023, June), Improving the Experiences and Retention of Black Students in STEM Education Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43600

TY - CPAPER
AB - For decades, predominantly white educational institutions welcomed a homogenous body of students with similar socio-economic and academic backgrounds. However, for the past few years, universities and colleges have seen an increase in the number of students coming from diverse backgrounds (Pope et al., 2009; Mayhew et al., 2016; Quaye and Harper, 2015). These students, particularly underrepresented minorities (URM) have experienced negative challenges as a result of an inadequate campus climate, the curricula, and policies set by most universities and colleges. Recent acts of hate and violence against Black people combined with their low retention and graduation rates forced many institutions to take actions and seek ways to better support URM including Black students.

The goal of this study is to describe and address the negative experience of the increasing number of Black students at this PWI. Specifically, we aim to 1) identify the problems/challenges students face or have experienced on campus; 2) document their needs to feel supported and fully included as members of the community, and 3) co-design, evaluate and implement interventions to improve the campus climate for them.
We used qualitative and quantitative research methods based on firsthand accounts of students and alumni to reveal their experiences. Our main results suggest that Black students had issues transitioning and adjusting to campus life during their first two years. Students also experienced challenges adapting to their course curricula and campus life because of the lack of exposure to resources that the institution offers. For example, about 6 in 10 respondents (N=115) were not able to participate in a First Year experience program where faculty and peer advisors help students adapt to campus life and learn about campus resources. Students also reported being victims of attacks in dorms and classrooms. We found that most of the microaggressions perpetuated on Black students come from within the community including 57% from non-Black peers and 10% from faculty. Finally, students reported challenges working in teams and feeling diminished and non-respected by their peers.

Through this project, we aim to identify and address the key issues this group of students face from their matriculation to their graduation. The study provides an opportunity for STEM institutions to better serve Black students and institutionalize models that foster inclusion and the sense of belonging.

AU - Hermine Vedogbeton
AU - Crystal Brown
AU - Gbetonmasse B Somasse
AU - Robert Krueger
CY - Baltimore , Maryland
DA - 2023/06/25
PB - ASEE Conferences
TI - Improving the Experiences and Retention of Black Students in STEM Education
UR - https://peer.asee.org/43600
DO - 10.18260/1-2--43600
ER -