Campus Units
Education, School of
Document Type
Article
Publication Version
Published Version
Publication Date
9-17-2018
Journal or Book Title
School Science and Mathematics
First Page
1
Last Page
14
DOI
10.1111/ssm.12294
Abstract
The development of talent in science, technology, engineering, and mathematics (STEM) fields remains a national priority, one for which increasing the number of STEM participants from historically underrepresented populations is germane. Increasing the number of historically underrepresented students who complete advanced degrees in STEM will not only aid in solving national problems such as building infrastructure and strengthening national security, but also provide more models of success for future generations. Addressing this priority requires developing a better understanding of what leads students into and through STEM pathways, and finding ways to eliminate systemic barriers to their participation in STEM. This study reports on the origins of early STEM interest among 30 Black male graduate students in engineering. Using a community cultural wealth perspective, this article uncovers the people and activities that nurtured students into and through STEM pathways. The findings from this study provide clues to the social support and activities necessary for early interest in STEM.
Copyright Owner
School Science and Mathematics Association
Copyright Date
2018
Language
en
File Format
application/pdf
Recommended Citation
Burt, Brian A. and Johnson, Jarrel T., "Origins of early STEM interest for Black male graduate students in engineering: A community cultural wealth perspective" (2018). Education Publications. 97.
https://lib.dr.iastate.edu/edu_pubs/97
Included in
African American Studies Commons, Engineering Commons, Higher Education Commons, Science and Mathematics Education Commons
Comments
This article is published as Burt,B.A., Johnson, J.T., Origins of early STEM interest for Black male graduate students in engineering: A community cultural wealth perspective. School Science and Mathematics. 2018, DOI: 10.1111/ssm.12294. Posted with permission.