Providing the Opportunity to Learn: Unpacking the Role of Mindsets and Leadership in Broadening Participation in STEM at HBCUs

Afiya Fredericks; Kimarie Engerman; Camille McKayle McKayle

doi:doi:10.11648/j.ajap.20211005.12

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Providing the Opportunity to Learn: Unpacking the Role of Mindsets and Leadership in Broadening Participation in STEM at HBCUs

Afiya Fredericks, Kimarie Engerman, Camille McKayle McKayle

Published in American Journal of Applied Psychology (Volume 10, Issue 5)

Received: 11 September 2021 Accepted: 5 October 2021 Published: 12 October 2021

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Abstract

Current racial disparities in STEM degree attainment threaten America’s ability to be globally competitive. As the need for a more diverse STEM workforce persists, faculty leadership at many Historically Black Universities and Colleges (HBCUs) continue to support, nurture and prepare the next generation of diverse scientists to meet the demands of the 21st century. However, messages of Black student intellectual inferiority are salient in society, perpetuated by widespread emphasis on the achievement gap and low representation in STEM. Believing that intelligence can be developed through effective effort, resources and support—growth mindset—has been found to support positive student outcomes and to mitigate the negative effects of stereotypes leading to increased achievement, particularly for Black students. To date, mindsets have not been examined through the lens of Critical Race Theory (CRT) and the four frames of academic leadership. Therefore, this qualitative study examines the experiences of 13 students and 17 faculty members at 4 HBCUs and their perspectives on their STEM programs. The analysis of focus group data suggests that student fixed mindsets may deter students from persisting as STEM majors while faculty growth mindset and support, which fall within the human resources frame of leadership, can help to mitigate those effects. Implications for HBCU leaders are discussed.

Published in	American Journal of Applied Psychology (Volume 10, Issue 5)
DOI	10.11648/j.ajap.20211005.12
Page(s)	110-119
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2021. Published by Science Publishing Group

Keywords

Mindsets, Higher Education Leadership, HBCU, Broadening Participation in STEM

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Afiya Fredericks, Kimarie Engerman, Camille McKayle McKayle. (2021). Providing the Opportunity to Learn: Unpacking the Role of Mindsets and Leadership in Broadening Participation in STEM at HBCUs. American Journal of Applied Psychology, 10(5), 110-119. https://doi.org/10.11648/j.ajap.20211005.12

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ACS Style

Afiya Fredericks; Kimarie Engerman; Camille McKayle McKayle. Providing the Opportunity to Learn: Unpacking the Role of Mindsets and Leadership in Broadening Participation in STEM at HBCUs. Am. J. Appl. Psychol. 2021, 10(5), 110-119. doi: 10.11648/j.ajap.20211005.12

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AMA Style

Afiya Fredericks, Kimarie Engerman, Camille McKayle McKayle. Providing the Opportunity to Learn: Unpacking the Role of Mindsets and Leadership in Broadening Participation in STEM at HBCUs. Am J Appl Psychol. 2021;10(5):110-119. doi: 10.11648/j.ajap.20211005.12

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@article{10.11648/j.ajap.20211005.12,
  author = {Afiya Fredericks and Kimarie Engerman and Camille McKayle McKayle},
  title = {Providing the Opportunity to Learn: Unpacking the Role of Mindsets and Leadership in Broadening Participation in STEM at HBCUs},
  journal = {American Journal of Applied Psychology},
  volume = {10},
  number = {5},
  pages = {110-119},
  doi = {10.11648/j.ajap.20211005.12},
  url = {https://doi.org/10.11648/j.ajap.20211005.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajap.20211005.12},
  abstract = {Current racial disparities in STEM degree attainment threaten America’s ability to be globally competitive. As the need for a more diverse STEM workforce persists, faculty leadership at many Historically Black Universities and Colleges (HBCUs) continue to support, nurture and prepare the next generation of diverse scientists to meet the demands of the 21st century. However, messages of Black student intellectual inferiority are salient in society, perpetuated by widespread emphasis on the achievement gap and low representation in STEM. Believing that intelligence can be developed through effective effort, resources and support—growth mindset—has been found to support positive student outcomes and to mitigate the negative effects of stereotypes leading to increased achievement, particularly for Black students. To date, mindsets have not been examined through the lens of Critical Race Theory (CRT) and the four frames of academic leadership. Therefore, this qualitative study examines the experiences of 13 students and 17 faculty members at 4 HBCUs and their perspectives on their STEM programs. The analysis of focus group data suggests that student fixed mindsets may deter students from persisting as STEM majors while faculty growth mindset and support, which fall within the human resources frame of leadership, can help to mitigate those effects. Implications for HBCU leaders are discussed.},
 year = {2021}
}

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TY  - JOUR
T1  - Providing the Opportunity to Learn: Unpacking the Role of Mindsets and Leadership in Broadening Participation in STEM at HBCUs
AU  - Afiya Fredericks
AU  - Kimarie Engerman
AU  - Camille McKayle McKayle
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DO  - 10.11648/j.ajap.20211005.12
T2  - American Journal of Applied Psychology
JF  - American Journal of Applied Psychology
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AB  - Current racial disparities in STEM degree attainment threaten America’s ability to be globally competitive. As the need for a more diverse STEM workforce persists, faculty leadership at many Historically Black Universities and Colleges (HBCUs) continue to support, nurture and prepare the next generation of diverse scientists to meet the demands of the 21st century. However, messages of Black student intellectual inferiority are salient in society, perpetuated by widespread emphasis on the achievement gap and low representation in STEM. Believing that intelligence can be developed through effective effort, resources and support—growth mindset—has been found to support positive student outcomes and to mitigate the negative effects of stereotypes leading to increased achievement, particularly for Black students. To date, mindsets have not been examined through the lens of Critical Race Theory (CRT) and the four frames of academic leadership. Therefore, this qualitative study examines the experiences of 13 students and 17 faculty members at 4 HBCUs and their perspectives on their STEM programs. The analysis of focus group data suggests that student fixed mindsets may deter students from persisting as STEM majors while faculty growth mindset and support, which fall within the human resources frame of leadership, can help to mitigate those effects. Implications for HBCU leaders are discussed.
VL  - 10
IS  - 5
ER  -

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Author Information

Afiya Fredericks

Department of Psychology, University of the District of Columbia, Washington, USA
Kimarie Engerman

Center for the Advancement of STEM Leadership, University of the Virgin Islands, Virgin Islands, USA
Camille McKayle McKayle

Center for the Advancement of STEM Leadership, University of the Virgin Islands, Virgin Islands, USA

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APA Style

Afiya Fredericks, Kimarie Engerman, Camille McKayle McKayle. (2021). Providing the Opportunity to Learn: Unpacking the Role of Mindsets and Leadership in Broadening Participation in STEM at HBCUs. American Journal of Applied Psychology, 10(5), 110-119. https://doi.org/10.11648/j.ajap.20211005.12

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ACS Style

Afiya Fredericks; Kimarie Engerman; Camille McKayle McKayle. Providing the Opportunity to Learn: Unpacking the Role of Mindsets and Leadership in Broadening Participation in STEM at HBCUs. Am. J. Appl. Psychol. 2021, 10(5), 110-119. doi: 10.11648/j.ajap.20211005.12

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AMA Style

Afiya Fredericks, Kimarie Engerman, Camille McKayle McKayle. Providing the Opportunity to Learn: Unpacking the Role of Mindsets and Leadership in Broadening Participation in STEM at HBCUs. Am J Appl Psychol. 2021;10(5):110-119. doi: 10.11648/j.ajap.20211005.12

Copy | Download

@article{10.11648/j.ajap.20211005.12,
  author = {Afiya Fredericks and Kimarie Engerman and Camille McKayle McKayle},
  title = {Providing the Opportunity to Learn: Unpacking the Role of Mindsets and Leadership in Broadening Participation in STEM at HBCUs},
  journal = {American Journal of Applied Psychology},
  volume = {10},
  number = {5},
  pages = {110-119},
  doi = {10.11648/j.ajap.20211005.12},
  url = {https://doi.org/10.11648/j.ajap.20211005.12},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ajap.20211005.12},
  abstract = {Current racial disparities in STEM degree attainment threaten America’s ability to be globally competitive. As the need for a more diverse STEM workforce persists, faculty leadership at many Historically Black Universities and Colleges (HBCUs) continue to support, nurture and prepare the next generation of diverse scientists to meet the demands of the 21st century. However, messages of Black student intellectual inferiority are salient in society, perpetuated by widespread emphasis on the achievement gap and low representation in STEM. Believing that intelligence can be developed through effective effort, resources and support—growth mindset—has been found to support positive student outcomes and to mitigate the negative effects of stereotypes leading to increased achievement, particularly for Black students. To date, mindsets have not been examined through the lens of Critical Race Theory (CRT) and the four frames of academic leadership. Therefore, this qualitative study examines the experiences of 13 students and 17 faculty members at 4 HBCUs and their perspectives on their STEM programs. The analysis of focus group data suggests that student fixed mindsets may deter students from persisting as STEM majors while faculty growth mindset and support, which fall within the human resources frame of leadership, can help to mitigate those effects. Implications for HBCU leaders are discussed.},
 year = {2021}
}

Copy | Download

TY  - JOUR
T1  - Providing the Opportunity to Learn: Unpacking the Role of Mindsets and Leadership in Broadening Participation in STEM at HBCUs
AU  - Afiya Fredericks
AU  - Kimarie Engerman
AU  - Camille McKayle McKayle
Y1  - 2021/10/12
PY  - 2021
N1  - https://doi.org/10.11648/j.ajap.20211005.12
DO  - 10.11648/j.ajap.20211005.12
T2  - American Journal of Applied Psychology
JF  - American Journal of Applied Psychology
JO  - American Journal of Applied Psychology
SP  - 110
EP  - 119
PB  - Science Publishing Group
SN  - 2328-5672
UR  - https://doi.org/10.11648/j.ajap.20211005.12
AB  - Current racial disparities in STEM degree attainment threaten America’s ability to be globally competitive. As the need for a more diverse STEM workforce persists, faculty leadership at many Historically Black Universities and Colleges (HBCUs) continue to support, nurture and prepare the next generation of diverse scientists to meet the demands of the 21st century. However, messages of Black student intellectual inferiority are salient in society, perpetuated by widespread emphasis on the achievement gap and low representation in STEM. Believing that intelligence can be developed through effective effort, resources and support—growth mindset—has been found to support positive student outcomes and to mitigate the negative effects of stereotypes leading to increased achievement, particularly for Black students. To date, mindsets have not been examined through the lens of Critical Race Theory (CRT) and the four frames of academic leadership. Therefore, this qualitative study examines the experiences of 13 students and 17 faculty members at 4 HBCUs and their perspectives on their STEM programs. The analysis of focus group data suggests that student fixed mindsets may deter students from persisting as STEM majors while faculty growth mindset and support, which fall within the human resources frame of leadership, can help to mitigate those effects. Implications for HBCU leaders are discussed.
VL  - 10
IS  - 5
ER  -

Copy | Download