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Forging STEM Pathways for Black Girls: An Exploratory Analysis of High School, College, and Career Trends.

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Τίτλος: Forging STEM Pathways for Black Girls: An Exploratory Analysis of High School, College, and Career Trends.
Συγγραφείς: Young, Jemimah, Edosomwan, Kristian, Young, Jamaal
Πηγή: Electronic Journal for Research in Science & Mathematics Education; Fall2025, Vol. 29 Issue 3, p29-58, 30p
Θεματικοί όροι: College enrollment, Advanced placement programs (Education), Mentoring, Academic achievement, Engineering, Employment, Black children, Science education
Περίληψη: The purpose of this article is to characterize the science, technology, engineering, and mathematics (STEM) pipeline for Black adolescent female students by reviewing trends in (1) Advanced Placement (AP) test performance, (2) college enrollment decisions, (3) degree attainment, and (4) early career choices. This article examined quantitative trends across these four transition points in the STEM pipeline to inform the academic preparation of Black girls for success in postsecondary STEM endeavors. The findings from this review indicate that AP test participation and success often mirror Black female student STEM college major decisions. Yet, early STEM employment trends indicate many nuances that warrant further investigation. The theoretical and practical contributions of these data are noteworthy, given that the data presented are often alluded to but have yet to be synthesized and presented in a manner that informs practice. Based on these data, we provide recommendations for identifying, preparing, mentoring, and retaining Black women and girls in STEM. [ABSTRACT FROM AUTHOR]
Copyright of Electronic Journal for Research in Science & Mathematics Education is the property of Electronic Journal of Science Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Electronic Journal for Research in Science & Mathematics Education; Fall2025, Vol. 29 Issue 3, p29-58, 30p
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  Data: The purpose of this article is to characterize the science, technology, engineering, and mathematics (STEM) pipeline for Black adolescent female students by reviewing trends in (1) Advanced Placement (AP) test performance, (2) college enrollment decisions, (3) degree attainment, and (4) early career choices. This article examined quantitative trends across these four transition points in the STEM pipeline to inform the academic preparation of Black girls for success in postsecondary STEM endeavors. The findings from this review indicate that AP test participation and success often mirror Black female student STEM college major decisions. Yet, early STEM employment trends indicate many nuances that warrant further investigation. The theoretical and practical contributions of these data are noteworthy, given that the data presented are often alluded to but have yet to be synthesized and presented in a manner that informs practice. Based on these data, we provide recommendations for identifying, preparing, mentoring, and retaining Black women and girls in STEM. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label:
  Group: Ab
  Data: <i>Copyright of Electronic Journal for Research in Science & Mathematics Education is the property of Electronic Journal of Science Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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              Text: Fall2025
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