A critical race case study exploration of two Black male student-athletes’ STEM career development

ABSTRACT

Black males are overrepresented in sports. A dominant narrative exists that positions Black male student-athletes (BMSA), especially in high-revenue college sports, as academically underachieving and narrowly focused on professional sports contracts. Structural and social factors contribute to this narrative. In this study, we push back against the false dichotomy between academics and athletics for BMSA. This is even more critical in our twenty-first-century society where scientific literacy and science, technology, engineering, and mathematics (STEM) fields are key resources for empowerment. BMSA’s exclusion from STEM is examined from a critical race STEM education perspective. With a case study design, counter-storytelling was employed to explore the STEM career development experiences of two BMSA. Uncovered were counter-stories of agency and academic responsibility, as well as challenges of isolation, balance, and enculturation. Personalized social support and critical consciousness were discussed as potential defenses against enculturation, including when BMSA are counseled out of STEM.

KEYWORDS:

• STEM career development
• STEM education
• critical race theory
• Black male student-athletes
• college basketball
• education-sport industry
• counter-storytelling
• narrative analysis

Acknowledgements

We graciously thank Ben and Kesh for their willingness to share their stories about their academic and athletic journeys, as well as the thoughtful and thorough feedback from reviewers.

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Sheron L. Mark is an Assistant Professor of Science Education in the College of Education and Human Development (CEHD) at the University of Louisville in Louisville, KY, USA. Her research focuses on supporting active participation and empowerment of non-dominant populations in STEM.

Olivia Alexander is a Doctor of Philosophy Counseling Psychology student in CEHD at the University of Louisville. Her research interests focuses on diversity-related issues in mental health.

Notes on contributors

Sheron L. Mark is an Assistant Professor of Science Education in the College of Education and Human Development (CEHD) at the University of Louisville in Louisville, KY, USA. Her research focuses on supporting active participation and empowerment of non-dominant populations in STEM.

Olivia Alexander is a Doctor of Philosophy Counseling Psychology student in CEHD at the University of Louisville. Her research interests focuses on diversity-related issues in mental health.