Policy makers have argued that increasing the number of highly skilled STEM professionals is critical to the economic stability and growth of the US. In addition, a desire to resolve the historically low representation of racial/ethnic-minority students in STEM has been a critical aspect of the discussion. Using science identity theory (Carlone & Johnson, 2007), this study explores how the tenets of science identity help Black students develop a science identity and transition from the community college to a four-year institution. Based in the results of this qualitative study, the development of science identity promoted the desire to major in a STEM degree and facilitated the transfer and transition to the university for Black students.
|Pages (from-to)||343- 357|
|Journal||Journal of Negro Education|
|State||Published - Jul 20 2019|