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Abstract
This constructivist grounded theory study explored how Black women studying science, technology, engineering, and mathematics (STEM) at Predominately Black Institutions (PBIs) demonstrate persistence. Utilizing a strengths-based approach, the current study involved semi-structured interviews and photo elicitation to better understand the experiences of 13 undergraduate women studying STEM at four PBIs. The research design employed the theoretical frameworks of intersectionality and Black feminist thought to conceptualize participants’ experiences.
Data from the interviews and photo elicitation exercises were coded using open and focused coding to condense the data into five overarching themes and 16 subthemes. Ultimately, the themes led to the creation of the Black Undergraduate Women in STEM Persistence (BUWSP) Model, which places significant value on external support, agency, faith, and a sense of belonging. Additionally, their identities as Black women played a crucial role in each aspect of participants’ demonstration of persistence in STEM. Implications for practice and future research are also discussed.
Data from the interviews and photo elicitation exercises were coded using open and focused coding to condense the data into five overarching themes and 16 subthemes. Ultimately, the themes led to the creation of the Black Undergraduate Women in STEM Persistence (BUWSP) Model, which places significant value on external support, agency, faith, and a sense of belonging. Additionally, their identities as Black women played a crucial role in each aspect of participants’ demonstration of persistence in STEM. Implications for practice and future research are also discussed.