Hidden Figures No More: Factors That Contribute To Stem Graduate Degree Attainment In African American Women

Abstract

The purpose of this study was to explore the lived experiences of African American women with STEM doctoral/professional degrees to gain insight into their unique perspectives of barriers that inhibited and catalysts that facilitated their matriculation, graduation, and job success. The methodological approach used to address the research problem was qualitative, specifically grounded theory, to allow each participant to describe her journey and experiences as an African American woman STEM graduate. Participants held doctoral/professional degrees in computer science, physical sciences, or engineering. A purposeful sample of the population was interviewed in order to provide a narrative account of their persistence. The data unearthed seven major themes including Effects of the “Double Bind�?, Effects of Academic Environment, Intrinsic Constructs, Influence of Support, Barriers, Facilitators, and Career Determining Factors as it relates to African American women overcoming barriers in STEM graduate degree attainment and career choice.