Identity and Math Achievement in African American Male Secondary School Students in STEM Programs
Document Type
Dissertation
Degree Name
Doctor of Education (Ed.D)
Department
Educational Administration
Date of Award
Fall 2025
Abstract
Understanding African American students’ development of mathematics identities may benefit programs designed to help them enroll and succeed in STEM programs because the percentage of African American males who choose to participate in mathematics education is very low. This review presents the scholarly literature on how African American students in STEM programs develop their STEM and mathematics identities. First the paper contains introductory information and background on this topic. Next the paper presents empirical research designed to examine the root of the STEM math problem faced by African American students, including their academic considerations, challenges, and strengths. The paper follows with a discussion on the ways educators have identified opportunities to mediate these issues, which have to date been ineffective in changing the trajectory for these students. The paper concludes with a synthesis of the noted literature.
Advisor
Mack Hines
Subject Categories
Education
Recommended Citation
Freeling-Blackburn, Donnna S., "Identity and Math Achievement in African American Male Secondary School Students in STEM Programs" (2025). Electronic Theses & Dissertations. 1320.
https://lair.etamu.edu/etd/1320
