Understanding African American Students' Experiences in STEM Education: An Ecological Systems Approach

The demand for college graduates in STEM fields (i.e., science, technology, engineering, and mathematics) continues to increase at a relatively rapid rate (Wang, 2013). Projections show that STEM-related careers will grow by approximately 17% over the next 10 years and that most occupations in these fields will require at least a bachelor's degree (Carnevale, Smith, & Strohl, 2010). These data indicate the need for qualified and talented high school students to take greater interest in STEM college majors and careers.To meet workforce demands and support the human capital supply chain, U.S. high schools promote STEM opportunities and prepare students for STEM careers. These opportunities range from highly selective, residential, STEM-focused schools that provide students with concentrated learning experiences (Lundgren, Laughen, Lindeman, Shapiro, & Thomas, 2011), to inclusive school-within-a-school programs (e.g., magnet schools, STEM-focused technical education programs) that allow students to study in STEM-specific programs to meet their special learning needs (Subotnik, Tai, Rickoff, & Almarode, 2010), to availability of STEM-related classes without a STEM-focused program. These educational initiatives are expected to increase students' opportunities to learn and foster interest in STEM programs (Peters-Burton, Lynch, Behrend, & Means, 2014).Although hundreds of new STEM-focused schools and programs have been created in hopes of building the workforce pipeline (Peters-Burton et al., 2014), high school students' interest in and decision to pursue STEM college majors have been sluggish (Business-Higher Education Forum, 2011). Of particular concern in facilitating STEM interest and involvement is the underrepresentation of racial and ethnic minority students and students of low socioeconomic status (Schultz et al., 2011). Researchers have found that racial and ethnic minority and socioeconomically disadvantaged students persist at lower rates in STEM fields than do their Caucasian and more affluent counterparts (Blickenstaff, 2005). These skewed rates in STEM participation negatively influence underrepresented students' long-term social mobility, perpetuating inequality in their socioeconomic status (Carter, 2006).Although many researchers have begun to address the pressing concerns facing STEM education, most studies center on issues of persistence and attainment among those already in STEM fields (Garriott, Flores, & Martens, 2013). There is scant literature about what influences high school students' interest in and choice to pursue STEM careers. This information would help educators develop programs to meet the demand for STEM graduates. Given the aforementioned rising concerns, it is critical to provide students, especially those from underrepresented groups, with the rigorous academic curriculum and support mechanisms needed to assist them in pursuing STEM majors, thereby allowing them to successfully participate in competitive careers in the modern global economy (Erford, 2011).The decision to pursue a STEM college major is typically a longitudinal process that develops throughout a student's education (Cotabish, Dailey, Robinson, & Hughes, 2013). As such, a full picture of this process is best described through collaborative efforts among people working with students in their environment (Bronfenbrenner, 1994; Hill, Ramirez, & Dumka, 2003). Therefore, theoretically oriented empirical work from a holistic perspective is necessary to better understand factors and experiences relevant to students' interest in and consideration of postsecondary STEM fields. In most existing studies and their theoretical considerations, researchers examined secondary school experience, background influences (Tyson, Lee, Borman, & Hanson, 2007), and social factors (Xie, Fang, & Shauman, 2015) in isolation of one another and thus provided limited insight into understanding the developmental and ecological nature of students' interest in STEM professions (Wang, 2013). …