The academic, social, and psychological experiences of Black men enrolled in STEM undergraduate degree programs

Abstract

This qualitative manuscript examined N=20 Black male undergraduate students’ racialized interactions with non-Black higher education administrators, professors, and peers and how those select interactions either encourage or hinder their academic, social, and psychological well-being and success as science, technology, engineering, or mathematics (STEM) majors. This manuscript utilized W.E.B. DuBois’ Condition of Double Consciousness to explore how Black men enrolled in college challenge the myth that Blacks are uneducated and other cultural stereotypes placed against them and how their intersectional identities are further impacted. Findings indicate that Black male STEM majors are affected by having to combat the myth of Black anti-intellectualism, remaining resilient while experiencing various forms of discrimination, and understanding how they view themselves versus how their non-Black higher education administrators, professors, and peers view them across their intersectional identities. To cope with the effects of discrimination and other stressors, Black male scientists believe it is crucial to heal from the racialized trauma they suffer and identify counseling services. However, many of the Black men in the study never sought out counseling services. Instead, they relied on their peers and mentors to provide advice on how they should navigate academia as Black men. Lastly, Black male scientists believe that counterspaces should be created to support the increase of Black men in STEM and that higher education institutions should provide more educational opportunities to amplify the different types of scientific careers that Black men can access.