An Investigation of Black Males in Advanced Placement Math and Science Courses and their Perceptions of Identity Related to STEM Possibilities
Alonzo M. Flowers III
School of Education; Drexel University, USA
Rosa M. Banda
Texas A&M University-Corpus Christi, USA
Given the need to increase Black males’ participation in STEM, this study employs a multiple case studies approach to investigate the perceptions of identity to STEM possibilities of Black males who participate in advanced placement and math and science courses. A conceptual framework of self-efficacy and science identity is utilized to examine the aforementioned. Three themes that emerged from data analysis include: Establishing the Possibilities of a STEM Identity; Self-Efficacy: Conflicting Self-Identity Formation; and, Community Support Integral to Positive Self-Identity. The authors offer three recommendations for practitioners to cultivate Black males’ STEM identity and subsequently, STEM possibilities in the future.

Alonzo M. Flowers III is an Assistant Professor in the School of Education at Drexel University. Dr. Flowers specializes in educational issues including academic identity development of men of color (MoC) in STEM education. He also focuses on issues including diversity, teaching & learning, and college student development in higher education. Specifically, Dr. Flowers’ research focuses on the academic experiences of academically gifted African American male students in the STEM disciplines Dr. Flowers is also a member of the Journal of Race and Policy editorial board. Additionally, he is a reviewer for several educational journals, including the Journal of African American Males in Education (JAAME). Dr. Flowers’ research continues to impact the needs of underrepresented students in education he has authored or co-authored several book chapters and articles that focus on students of color and their academic experiences. Dr. Flowers has recently co-author the book, “The African American Student ‘s Guide to STEM Careers” which focuses on practical educational tools for African American students to navigate the STEM pipeline.
Rosa M. Banda, Ph.D., is Assistant Professor of Educational Leadership at Texas A&M University-Corpus Christi. Formerly, Dr. Banda was a Research Associate to the Samuel DeWitt Proctor Chair in Education in the Graduate School of Education at Rutgers, The State University of New Jersey. Dr. Banda earned her Ph.D. in Higher Education Administration and Human Resource Development from Texas A&M University-College Station. She holds a M.Ed. in Adult & Higher Education with a cognate in Bicultural/Bilingual Studies and a B.A. in Communications with a concentration in Public Relations from the University of Texas at San Antonio, respectively. In addition to numerous national and international presentations, Dr. Banda’s primary research interests include: High achieving Latinas in engineering, Gifted Poor Students of Color, Faculty Diversity, and Qualitative Research.