Abstract
Many pre-college programs have been created to try to increase the number of Black professionals in science, technology, engineering, and mathematics (STEM) fields. However, few studies have enabled former Black/African American male program participants to share personal narratives on the long-term benefits and burdens from such STEM interventions. We use a critical collaborative auto-ethnographic approach to highlight our journeys from being STEM summer program participants to becoming college professors in engineering and mathematics. We provide in-depth details about our past participation in Wright State University's former Science, Technology, and Engineering Preparatory Program (Wright STEPP). We discuss people inside and outside of the program who provided us with the community cultural wealth that propelled us into academic STEM roles: family, K-12 teachers, college faculty and staff, and classmates.
Sign-in/Register to access full text options 
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
