The purpose of this qualitative case study was to investigate the experiences of Black alumni from an all girls STEM-focused high school to determine their college and career outcomes in STEM. I investigate how Black women describe their experiences related to STEM barriers and supports, their identities, and college and career choices, as they remain one of the most underrepresented groups in STEM. Three Black women, who are alumni from a Grades 6-12 STEM-focused all girls school, were interviewed and participated in a focus group. The study employed a theoretical lens of Black feminist thought intersectionality, and STEM identity in describing experiences through reflection and discourse, which drew on a phenomenological approach. The results of this study provided insights into the experiences of Black alumni from an all-girls STEM high school, and revealed that while the school promoted women's empowerment and a safe environment of familiarity, there is a need for more supportive learning environments that allow their voices; and representation of Black women that center their unique identities and experiences. Participants expressed the need for more guidance beyond high school in understanding the complexities of transitioning to adulthood that affect college and career outcomes. More longitudinal studies are needed in future research to better understand the educational journeys and career pathways of Black women in STEM and all girls schools so that we can prepare a more diverse, skilled and competitive STEM workforce, and empower Black women to excel in STEM fields.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc2332543 |
| Date | 05 1900 |
| Creators | Taylor, Ragina Yolanda |
| Contributors | Eddy, Colleen, Morton, Karisma, Khan, Nazia, Vickery, Amanda |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Public, Taylor, Ragina Yolanda, Copyright, Copyright is held by the author, unless otherwise noted. All rights Reserved. |
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