Using homeplace to guide STEM identity development in Black males

ABSTRACT

Black males continue to be underrepresented in the fields of Science, Technology, Engineering, and Mathematics. Some of the barriers to representation are due to lack of exposure, academic expectations, lack of belief in one’s ability, and opportunity gaps. The purpose of this article is to discuss how homeplace (Black joy, authenticity, and freedom dreaming) can be cultivated by educators and practitioners in both K-12 and higher education. We also make recommendations for policy, practice, and research.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional resources

1. Hines, E.M., Moore, III, J.L., Cintron, D.W., Singleton, II, P., Golden, M.N., Fletcher Jr., E.C., Henderson, J.A., Slack, T., Moore, W.C., Ouimette, D.T., Reid Jr., M., & Ford, D.Y. (2023). A bridge over troubled water: Designing and implementing a living and learning community to produce optimal outcomes for Black males. Journal of College and University Student Housing, 49(2). 66–85. https://www.nxtbook.com/acuho-i/acuho/journal_vol49no2/index.php#/p/69

 Black male retention rates in college tend to be lower than they are for Asians, Whites, and Latino males as well as their gendered counterparts in college. Various factors play a role in the higher attrition rates of Black males in higher education. However, there are programmatic initiatives that can contribute to the academic and career success of these students. For example, living-learning communities are recognized as a high impact practice for student engagement. Moreover, these high impact practices, such as first experiences courses, study abroad, and undergraduate research, contribute to student matriculation and retention. Therefore, this article will detail how the authors contributed to creating the Jamii House, a residential learning community charged with improving the graduation rates of Black males at a research-intensive university in the northeastern United States.

2. Hines, E.M., Fletcher, E.C., Moore III, J.L., & Ford D.Y. (2022). Culturally responsive postsecondary readiness outcomes for Black males: practice and policy recommendations for school counselors. Journal of School-Based Counseling Policy and Evaluation, 45(1), 11–25. https://doi.org/10.25774/teyc-zk40

 Post-secondary readiness is critical to broadening opportunities for educational and career options beyond high school. However, Black males are often at a disadvantage to gaining access to post-secondary preparation and school counselors who can respond to their academic needs. Therefore, the purpose of this study was to explore the experiences and culturally responsive practices of school stakeholders (who are predominantly Black) from an academy of engineering (career academy). The authors used a case study approach to examine culturally responsive practices school personnel utilize to enhance the college and career readiness of Black males. Findings emphasize the role of culturally responsive practices (e.g., Black male role models from business and industry in the engineering field and school counselors), cultural matching, and the role of the advisory board inensuring the success of Black male students. Recommendations for practice, policy, and research for Black males and school counselors are discussed.

3. Fletcher, E.C., Hines, E.M., Moore III, J.L., & Ford D.Y. (2023). The role of the advisory board in supporting and building more equitable pathways to STEM college and career pathways for Black male students in a high school academy of engineering. School Science and Mathematics, 123(3), 125–136. http://doi.org/10.1111/ssm.12578

 In this study, we utilized a case study approach to examine the perspectives of 20 school stakeholders regarding equitable ways they promote and broaden the participation of Black male students in a high school academy of engineering (AOE). Madison River Academy (pseudonym) is a comprehensive high school with an AOE embedded in it. The ethnic and racial backgrounds of students at Madison River Academy are 68.8% Black, 14.4% Latinx, 8.7% White, 4.3% Asian, and 3.4% Multiracial. Three themes emerged from our data analyses of the school stakeholder interviews, including the following: (a) a cultural mismatch:denoting the cultural disconnect between teachers and Black male students; (b) math as a gatekeeper: symbolizing mathematics as a barrier Black male participation in the AOE; and (c) promoting equitable access: representing strategies the school stakeholders discussed that could address the equity issues within the AOE. Morespecifically, within the promoting equitable access theme, two subthemes emerged: building vertical pathways from middle to highschool and applying science, technology, engineering, and mathematics(STEM) pathways. We provide recommendations for addressing the equity issues within our case study and promoting higher levels of participation of Black male students in the AO1E.