Experiences of African American Young Women in Science, Technology, Engineering, and Mathematics (STEM) Education

Experiences of African American Young Women in Science, Technology, Engineering, and Mathematics (STEM) Education by Yovonda Ingram Kolo M.Ed., Bowie State University, 2000 B.S., Virginia State University, 1994 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Educational Leadership Walden University February 2016 Abstract African American women are underrepresented in science, technology, engineering, and mathematics (STEM) fields throughout the United States. As the need for STEM professionals in the United States increases, it is important to ensure that African American women are among those professionals making valuable contributions to society. The purpose of this phenomenological study was to describe the experiences of African American young women in relation to STEM education. The research question for this study examined how experiences with STEM in K-10 education influenced African American young women’s academic choices in their final years in high school. The theory of multicontextuality was used to provide the conceptual framework. The primary data source was interviews. The sample was composed of 11 African American young women in their junior or senior year in high school. Data were analyzed through the process of open coding, categorizing, and identifying emerging themes. Ten themes emerged from the answers to research questions. The themes were (a) high teacher expectations, (b) participation in extra-curricular activities, (c) engagement in groupwork, (d) learning from lectures, (e) strong parental involvement, (f) helping others, (g) self-efficacy, (h) gender empowerment, (i) race empowerment, and (j) strategic recruitment practices. This study may lead to positive social change by adding to the understanding of the experiences of African American young women in STEM. By doingAfrican American women are underrepresented in science, technology, engineering, and mathematics (STEM) fields throughout the United States. As the need for STEM professionals in the United States increases, it is important to ensure that African American women are among those professionals making valuable contributions to society. The purpose of this phenomenological study was to describe the experiences of African American young women in relation to STEM education. The research question for this study examined how experiences with STEM in K-10 education influenced African American young women’s academic choices in their final years in high school. The theory of multicontextuality was used to provide the conceptual framework. The primary data source was interviews. The sample was composed of 11 African American young women in their junior or senior year in high school. Data were analyzed through the process of open coding, categorizing, and identifying emerging themes. Ten themes emerged from the answers to research questions. The themes were (a) high teacher expectations, (b) participation in extra-curricular activities, (c) engagement in groupwork, (d) learning from lectures, (e) strong parental involvement, (f) helping others, (g) self-efficacy, (h) gender empowerment, (i) race empowerment, and (j) strategic recruitment practices. This study may lead to positive social change by adding to the understanding of the experiences of African American young women in STEM. By doing so, these findings might motivate other African American young women to pursue advanced STEM classes. These findings may also provide guidance to parents and educators to help increase the number of African American women in STEM. Experiences of African American Young Women in Science, Technology, Engineering, and Mathematics (STEM) Education by Yovonda Ingram Kolo M.Ed., Bowie State University, 2000 B.S., Virginia State University, 1994 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy Educational Leadership Walden University February 2016 Dedication First, I dedicate this work to my daughter Naomi Kolo. You entered this world while I was on this dissertation journey and your presence has inspired me to complete this journey. Always know that you can be anything you want to be! Faith in God, hard work, perseverance, and endurance will get you there. Second, I dedicate this work to my mom, Dorothy Ingram Brooks. You were in this world when I started this journey, but you transitioned into eternal life before I finished this journey. Your smile, your voice, and your belief that I could be Dr. Kolo constantly inspired me to keep moving forward. Third, I dedicate this work to my father-in-law, Ambassador James Tsado Kolo (BaBa). BaBa, along with my mom, has transitioned to be with our Heavenly Father, but his words of wisdom have remained with me as a source of inspiration. Acknowledgments Thank you to my Heavenly Father for filling me with your spirit and giving me the wisdom to know that I can do all things though Christ who strengthens me. Thank you to my husband, Jonathan Kolo, for your support, patience and understanding of time and money spent on this degree. Your support and belief in me has and always will be a source of inspiration. Thank you to my cousin Lauranetta “Renee” Hyman for the countless days that you assisted with Naomi after school while I worked on my dissertation. Thank you to my doctoral chairperson, Dr. Sigrin Newell, and my methodologist, Dr. Linda Crawford, for their guidance throughout this dissertation process. I really appreciate your timely responses and feedback to move me toward completion of the doctoral program. Thank you to Dr. Janice Garfield, a former professor at Walden University, and my formal doctoral chairperson, for supporting and encouraging me while on my doctoral pursuit during my times of sorrow when my mother and father-in-law passed away. Thank you to Dr. David Nelson, my colleague and friend, for walking with me every step of the way toward the finish line. Thank you for responding to all of my text messages, taking all of my phone calls, and meeting with me to assist in countless ways toward the completion of this degree. Lastly, thank you to my “Diamond Club” girls. Your energy and thirst for learning about STEM inspire me to do what I do. I Shine Bright Like a Diamond!