Success in Science Among Young African American Women

Abstract

A conceptual framework that integrates critical gender theory and a multicultural approach is used to examine young African American women's experiences in high school science. Research reveals considerable success for these young women. The multicultural approach suggests that the unique history and culture of African American families may play a critical role. Quantitative and qualitative data are used to explore the family's role in the science attainment process. Findings show that these young women feel less welcome in science than do young White women. However, their interest and involvement in science persist because of the family. Both mother's and father's influence is important. Although family variables are associated with success in science in the quantitative data, not all young women acknowledge or verbalize their awareness of this influence in the qualitative data. Instead, the young women often see their actions as independent. Implications of these findings for science programs and policies are suggested.