Using homeplace to guide STEM identity development in Black males

Abstract

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.