Exploring racism in the undergraduate and graduate school choices of scientists and engineers: counterspaces for Black men

Abstract

Using critical race methodology as a methodological framework, this paper explores how 16 Black men PhD scientists and engineers describe their undergraduate and graduate school choices and how race and racism influenced these processes. Our analysis yielded two descriptive themes focused on counterspaces for Black men in science and engineering (S&E). Implications for higher education researchers and practitioners, and S&E faculty interested in supporting the persistence of Black men pursuing and completing S&E postsecondary degrees are offered within. This paper contributes to the literature by investigating the connections between racism, counterspaces, and undergraduate and graduate choices of Black men pursuing S&E.

Keywords:

• Black men
• doctoral scientists and engineers
• counterspaces
• S&E persistence

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Shari Watkins

Shari E. Watkins, Ph.D. is a Senior Research Fellow in the Center for Teaching, Research, and Learning at American University in Washington, DC. Dr. Watkins’ research focuses on the experiences of Black men in postsecondary S&E environments, doctoral scientists and engineers and faculty in higher education. Brian L. McGowan, Ph.D. is an Associate Professor of Education and Associate Director in the Center for Teaching, Research, & Learning at American University. Dr. McGowan’s interdisciplinary research is driven by questions related to Black men’s and faculty of color experiences in higher education. As a critical constructivist, his research analyzes and addresses the social context of identity and the sociocultural factors that influence Black men’s learning experiences across multiple disciplinary contexts.