University of Southern California Dissertations and Theses

The consequences of stereotype threat on Black and Latinx students in science and engineering

(USC Thesis Other)

The consequences of stereotype threat on Black and Latinx students in science and engineering

PDF

Download a page range

Download transcript

Copy asset link

Request this asset

Transcript (if available)

Content

The Consequences of Stereotype Threat on Black and Latinx Students in Science and
Engineering
by
George Phillip Green Jr.

Rossier School of Education
University of Southern California
A dissertation submitted to the faculty
in partial fulfillment of the requirements for the degree of
Doctor of Education

May 2022

© Copyright by George Phillip Green Jr. 2022
All Rights Reserved

The Committee for George Phillip Green Jr. certifies the approval of this Dissertation

Darline P. Robles
Briana Hinga
Maria Ott, Committee Chair

Rossier School of Education
University of Southern California
2022

iv

Abstract
This research explores the role of stereotype threat on Black and Latinx students’ experiences in
science and engineering (S&E) bachelor’s degree programs. Stereotype threat contributes to
Black and Latinx students’ reduced academic focus in undergraduate S&E academic
environments. This study shows the importance of examining stereotype threat and
understanding ways to reduce the negative impact on students. Decreasing stereotype threat can
help increase Black and Latinx academic enrollment in S&E and improve the overall campus
experience. This study’s broad contributions and multiple findings add meaningful discussion
about student experiences, cultural stereotypes they have faced and motivations pursuing a S&E
program.

Keywords: Black, Latinx, stereotype threat, cultural stereotypes, science and engineering

v

Dedication
To Mary, my wife and smartest woman I know, who believed in me and reminded me every day
that I could do it. Thank you for the constant encouragement. Your own journey, dedication and
hard work inspired me to want to be a better man.
To my wonderful children, Angelica (Cristy), Marilu (Lulu) and Nicolas (Nico), thank you for
your love, patience and support during this journey.
To my parents, George and Deronza, you showed me that anything is possible through hard
work. To my siblings, thank you for your support and understanding when I missed family
events. I love you all.

vi

Acknowledgements
This journey has been long, difficult and not without its challenges, but it would have not
been possible without the support and guidance of my dissertation committee, Dr. Maria Ott, Dr.
Darline P. Robles, Dr. Briana Hinga and Dr. Derisa Grant. I am thankful to have worked with
such motivating and talented professionals during my journey. I never felt alone in this process. I
would like to especially thank Dr. Grant, for getting me started and keeping me focused. To Dr.
Ott, for grabbing the torch, mentoring me and guiding me down the right paths.
Thank you to my classmates and colleagues within USC Rossier Organizational Change
and Leadership program (Lucky # 13). Special thanks to my fellow classmate, colleague and
friend, Dr. Kiersten Elliott, who supported me through my confusing thoughts, complicated
research and was always available to keep me level headed when I struggled to stay focused. I
am grateful that we became friends. Thank you for everything.
Lastly, I would like to thank the students whom I had the pleasure of interviewing. Thank
you for taking the time to offer open and honest insights to your experiences.

vii

Table of Contents
Abstract .......................................................................................................................................... iv
Dedication ........................................................................................................................................v
Acknowledgements ........................................................................................................................ vi
List of Tables ................................................................................................................................. ix
List of Figures ..................................................................................................................................x
Key Terms and Definitions ............................................................................................................ xi
Importance of Addressing the Problem ...............................................................................2
Institutional Context.............................................................................................................2
Purpose of the Project and Research Questions ...................................................................4
Literature Review Outline ....................................................................................................5
Stereotype Threat as a Theoretical Framework ...................................................... 5
Enrollment............................................................................................................... 7
Experiences in Science and Engineering Programs ................................................ 8
Impact of Stereotype Threat and Impact of Attrition .............................................. 9
Conceptual Framework ......................................................................................... 14
Methodology ......................................................................................................................16
Interview and Participants..................................................................................... 16
Data Collection Procedures ................................................................................... 17
Findings..............................................................................................................................19
Results of Research Question 1 ............................................................................ 22
Results of Research Question 2 ............................................................................ 25
Results of Research Question 3 ............................................................................ 28
Summary of Findings ............................................................................................ 33
Conclusion and Discussion of Findings .............................................................................34

viii

Recommendations ..............................................................................................................35
Recommendations for Practice ............................................................................. 36
Recommendations for Future Research ................................................................ 39
Conclusion .........................................................................................................................40
References ......................................................................................................................................41
Appendix A: STEM Statistics ........................................................................................................48
Appendix B: Ethics ........................................................................................................................51
Appendix C: Interview Protocol ....................................................................................................53
Appendix D: The Researcher .........................................................................................................56
Appendix D: Limitations and Delimitations ..................................................................................58

ix

List of Tables
Table 1: Interviewed Student Demographics 21
Table 2: Enrollment Demographics of Colleges and Universities Represented 22
Table 3: Student Quotes That Illustrate the Finding of Importance of Group Membership
on Campus 23
Table 4: Student Quotes That Illustrate the Finding of Cultural Stereotypes on Campus 27
Table 5: Student Quotes That Illustrate the Finding of Academic Motivation 29
Table 6: Student Quotes That Illustrate the Finding of Decisions to Pursue S&E Degree
Programs 32
Table A1: Excerpt of Table 2 From U.S. Department of Education, Statistical Analysis
Report 48
Table C1: Interview Protocol 54

x

List of Figures
Figure 1: Presentation of Conceptual Framework 15
Figure A1: STEM Bachelor’s Degrees as a Percentage of Total Bachelor’s Degrees
Conferred by Postsecondary Institutions, by Race/Ethnicity: Academic Year
2015–16 50

xi

Key Terms and Definitions
This section provides operational definitions of terms. In this paper, Stereotype Threat is
defined as “being at risk of confirming, as a self-characteristic, a negative stereotype about one’s
social group” (Steele & Aronson, 1995, p.797). People of color refers to individuals and groups
who are not perceived to be White; however, this study will focus on Black and Latinx people
(Pieterse & Powell, 2016). Black “generally refers to a person with African ancestral origins”
(Agyemang et al., 2005,1016). Latinx is defined as “including individuals from Spain and is at
times used as an identifier almost synonymous with Spanish language skills” (Santos, 2017, p.
8). Engineering is defined as “any of the four engineering disciplines: Civil, Mechanical,
Electrical and Chemical” (Library of Congress, 2020, paras. 1–4). Science refers to general
biology. General biology is defined as biology programs covering microbiology, zoology, and
ecology (Data USA, n.d.). S&E refers to science and engineering.
1

The Consequences of Stereotype Threat on Black and Latinx Students in Science and
Engineering
Stereotype threat, or the fear of acting in a way that confirms a stereotype, affects any
group for whom negative stereotypes exist (National Institutes of Health, 2017). When
examining stereotype threat in education, this phenomenon refers to the fear of confirming a
stereotype regarding race, gender, ethnicity, or culture, which can lead to reduced academic
performance (University of Colorado Boulder Center for Teaching & Learning, 2020). When
Black and/or Latinx students believe there is a stereotype and are highly invested in the
stereotyped domain (e.g., people of color who value math), stereotype threat occurs (Picho &
Brown, 2011). When people of color view themselves in terms of a salient group attachment
(e.g., “I am a Black”), their performance is diluted because of anxieties about confirming
negative stereotypes about their group (Marx & Stapel, 2006). Therefore, as academic situations
increase group salience, group identity increases vulnerability to stereotype threat.
The perceived evaluation pressures on Black and Latinx students in a group setting can
trigger stereotype threat (Purdie-Vaughns et al., 2008). Stereotype threat contributes to Black and
Latinx people/students reduced academic focus in S&E academic environments (Aronson et al.,
2002). These students’ perceptions or experiences with race and/or stereotype threat may be
related to why they change their majors to non-S&E programs or leave higher education without
completing their degree (U.S. Department of Education, 2014). Additionally, decreased
enrollment and increased attrition rates among Black and Latinx students in S&E education
continue to be areas of concern at higher learning institutions (U.S. Department of Education,
2014). Examining stereotype threat will add to the research and meaningful discussions
2

regarding its role in Black and Latinx students’ experiences and potential to leave S&E while
advancing potential solutions for this problem.
Importance of Addressing the Problem
It is important to study the role of stereotype threat on Black and Latinx students’
experiences in S&E bachelor’s degree programs for several reasons. Research by Riegle-Crumb
and colleagues (2019) found that negative stereotypes decreased student interest and
performance. The researchers concluded that the feelings of not relating to the same experiences
as White students and anxiety likely caused Black and Latinx students to depart from S&E
bachelor’s degree programs early (Riegle-Crumb et al., 2019). Research has also shown that
certain situations that evoke stereotype threat can harm Black and Latinx students’ academic
performance.
According to the National Science Foundation (NSF), about 19% of White, 20% of
Latinx, and 18% of Black students start S&E bachelor’s degree programs. However, Black and
Latinx students leave the major at far higher rates than White students (U.S. Department of
Education, 2014; NSF, 2015; NCSES, 2019). Specifically, 37% of Latinx students and 40% of
Black students switched majors, compared to only 29% of White students (Riegle-Crumb et al.,
2019). This problem of Black and Latinx students experiencing stereotype threat in S&E
programs is important to address because a better understanding of the problem can help reduce
the effects of stereotype threat and increase the likelihood of Black and Latinx students achieving
their academic goals (Inzlicht & Schmader, 2012).
Institutional Context
This study examined Black and Latinx students who enrolled in science or engineering
programs at accredited 4-year higher education institutions in the Western United States. Science
3

and engineering bachelor’s degree programs were the primary focus of this study because, in
2017, the United States awarded close to 800,000 bachelor’s degrees in S&E fields (National
Center for Education Statistics, 2020a). Another factor when considering S&E as a field of study
is that in 2015, approximately 40% of high school graduates reported being interested in
obtaining a degree in science or engineering (National Center for Education Statistics, 2020b).
These data reflected that S&E degrees are more popular than ever. Researching S&E programs
as they apply to Black and Latinx students and their potential for departure remains important
because transferable skills like research, analysis, and problem-solving are a byproduct of S&E
programs.
As of 2017, there were approximately 4,057 colleges and universities offering
engineering bachelor’s degree programs (Datawheel, 2020). This study focused on students who
enrolled in civil, mechanical, electrical, and chemical programs because, in broad terms,
engineering is divided into these four main categories (National Center for Education Statistics,
2020b). Civil engineering programs focus on the knowledge of stone, concrete, bricks, and steel
used to construct human-created structures such as roads, bridges, buildings, and sewers.
Mechanical engineering programs focus on knowledge of machinery and apply engineering,
physics, and science to the design and manufacturing of mechanical systems. Electrical
engineering programs study the application of electricity, specifically focusing on generation and
supply. Lastly, chemical engineering programs focus on engineering principles combined with
chemistry, biology, and physics to manufacture new materials for commercial use (U.S. Bureau
of Labor Statistics, 2020). Students in engineering bachelor’s degree programs typically
complete 120 credit hours within 4 years (eight semesters). Although civil, mechanical,
electrical, and chemical engineering programs have different specific requirements, students in
4

all of these programs complete the same course requirements, such as engineering, differential
calculus, and physics (National Center for Education Statistics, 2020b).
In general, as of 2017, there are over 8,300 colleges and universities offering biology
bachelor’s degree programs (Datawheel, 2020). Biology programs cover a wide variety of
subjects such as microbiology, zoology, and ecology. Typically, students in biology bachelor’s
degree programs complete 120 credit hours within 4 years (8 semesters) in courses such as
biology, biology lab, chemistry, and biochemistry.
Purpose of the Project and Research Questions
The purpose of this project was to explore stereotype threat and the student experience
and gain a better understanding of why Black and Latinx students might want to leave S&E
programs. This study was intended to encourage meaningful discussion about and advance
potential solutions for the significant challenges facing Black and Latinx students in S&E
education as these pertain to stereotype threat. The following research questions guided this
study:
1. How, if at all, did group identity salience inform the experience of Black and Latinx
students?
2. What, if any, cultural stereotypes did Black and Latinx students perceive while they were
in their S&E programs?
3. To what extent, if any, did stereotype threat have an effect on the academic motivation of
Blacks and Latinx students?
4. What role did cultural stereotypes play in the decisions of Black and Latinx students to
pursue S&E degree programs?

5

Literature Review Outline
The purpose of this literature review is to provide an overview of stereotype threat as a
theoretical framework and its impact on Black and Latinx students in S&E bachelor’s degree
programs. This section will focus on the importance of considering Black and Latinx enrollment
when examining stereotype threat. The experiences of Black and Latinx students in S&E
programs and impacts of stereotype threat that may contribute to these students’ attrition from
S&E programs.
Stereotype Threat as a Theoretical Framework
Steele and Aronson (1995) first used the term stereotype threat in 1995. Through
experiments, Steele and Aronson showed that Black college students performed more poorly on
standardized tests than White students when issues of race were primed. When race was not
highlighted, Black students performed equal to or better than White students. These issues may
be centered around group membership and group identification. Group membership is noted as
an important function in daily life. Group identification is defined as “member identification with
an interacting group and is distinguished conceptually from social identity, cohesion, and
common fate” (Henry et al., 1999, p. 558). Group identification helps to define who a person is,
but in certain situations, group membership can influence a person’s actions in situations where
stereotypes apply.
Self-image, or how one perceives oneself over time, may result in more or less
stereotypical thinking and behavior, depending on one’s motivation towards closure. Kossowska
et al. (2016) concluded that a negative self-image could lead to increased stereotype threat and
examined how a person’s positive self-image may lead to negative stereotyping of members of
another group. One hundred participants from a northeastern school completed a dummy
6

intelligence test and either received a false negative, positive, or zero feedback on their results.
The participants were then asked to evaluate a job candidate identified as Asian American on
their qualifications for a job. The job candidate was subsequently identified as either competent
but unsocial or as a working mother who is social but incompetent. The authors found that the
Asian American candidate identified as competent but unsocial received negative stereotyping
and was considered less qualified for the job than the working mother (Kossowska et al., 2016).
A study conducted by Inzlicht and Kang (2010) examined stereotype threat through four
studies. In Study 1, participants were paired, completed a math test, and subsequently received
negative feedback from their partners. One group was provided with coping strategies, and the
other was not. The participants then completed a laboratory aggression exercise delivering a
white noise blast to a partner. The participants most affected by negative feedback exerted higher
levels of aggression. In Study 2, participants were given a difficult math test in a stereotype
threat condition. After the test, they were asked to taste test ice cream. The authors found that
coping with a threatening math test led the participants to over-eat. In Study 3, participants were
asked to recall a time when they experienced prejudice. The authors found that coping with
stereotype threat resulted in self-suppression. Lastly, Study 4 examined if coping with a threat
could directly influence someone’s ability to control their attention. The participants had 15
minutes to complete a 20-question math test. Half of them were asked to revisit their emotions
during the math test, and the other half were not. The authors found that revisiting emotions had
a negative effect on control during a task. Inzlicht and Kang also noted the influence of
stereotype threat and the negative consequences that may extend into other societal problems
(e.g., obesity and poor attention; Inzlicht & Kang, 2010). Many studies based on the initial
findings by Steele and Aronson (1995) continue to demonstrate that a better understanding of
7

stereotype threat and its effects on performance can reduce its negative impact on Black and
Latinx students (Reducing Stereotype Threat, 2015). Examining stereotype threat and ways to
reduce its negative impact on students can help increase Black and Latinx academic enrollment
in S&E programs.
Enrollment
It is important to examine undergraduate enrollment in S&E programs as it pertains to
stereotype threat to understand the potential effects of stereotype threat prior to, during, and after
their enrollment in these programs. Although White, Black, and Latinx students start S&E
bachelor’s degree programs at similar rates, Black and Latinx students leave at far higher rates
than White students (Appendix A; U.S. Department of Education, 2014). A study conducted by
Torres and Charles (2004) revealed that White students consistently viewed their Black peers as
not qualified to attend the college and admitted due solely to affirmative action or athletic ability.
These perceptions increase the likelihood that Black students might depart S&E programs early
because their academic ability is viewed negatively. Through a study of 55 Black and White
students at a northeastern school, the authors found that 75% of Black students believed that
White students felt that they received preferential treatment and were incapable of obtaining
admission based on academic merit (Torres & Charles, 2004). Additionally, Black students are
often underrepresented and marginalized, meaning not of immediate importance, on college and
university campuses, making them easily susceptible to negative stereotypes regarding their
racial group, skin color, and consequences of stereotype threat, such a decreased motivation and
underperformance (Alakhunova et al., 2015).
In 2016, the National Center for Education Statistics (NCES) conducted a survey on
minority enrollment in S&E programs. The NCES reported that approximately 18% of first-year
8

Black students wanted to pursue an S&E degree, which is commensurate with 20% of White
students who stated the same. However, 40% of the Black students later changed their degree
specialty, and 25% subsequently dropped out. The NCES noted that the reasons ranged from lack
of financial support and poor preparation to Black students feeling disadvantaged and
intellectually inferior (NCES, 2017). The U.S. Department of Education (2014) highlighted that
only 16% of Latinx students in 2004 enrolled in an S&E program, and 8% actually obtained an
S&E bachelor’s degree in 2009. Enrollment must be examined to address high departure rates for
Black and Latinx students due to their experiences in S&E bachelor’s degree programs.
Experiences in Science and Engineering Programs
Stereotype threat theory explains that minority students’ academic underperformance can
occur because of experiences created by negative stereotypes about their racial group. Strayhorn
et al. (2013) conducted a study of 50 Black and Latinx students at a Midwest school to better
understand the academic and social experiences of Black and Latinx men who originally enrolled
in science, technology, engineering, and math (STEM) fields but later switched. Through a study
of 50 Black and Latinx male students, the authors found all participants had feelings of being
invisible in classrooms when they were one of few or the only Black or Latinx students enrolled
in the course. The authors also found that the participants indicated seldom being called on by
name and being unacknowledged, unlike their White counterparts (Strayhorn et al., 2013).
Research by Malcom and Feder (2018) found evidence of minority students’ stigmatized
experiences in STEM education. The authors discussed that students experienced
microaggressions from peers, instructors, and administrative staff. Microaggressions are subtle
statements or behavior that unintentionally or intentionally denigrate a particular group of
people. Minority students who experience microaggressions can feel as if they are invisible.
9

Additionally, the study highlights that minority students feel like they are viewed stereotypically
rather than based on their uniqueness or individuality.
Beasley and Fischer (2012) noted that Black and Latinx students repeatedly experienced
stereotype threat through racial antagonism, causing both groups to distance themselves and
disengage. The study also revealed that in 2004, 67% of Black and 62% of Latinx graduates were
women; however, only 53% Black and 42% Latinx S&E graduates were women. This
information is important to note because the authors hypothesized that Black and Latinx students
who experience stereotype threat are more likely to leave S&E majors (Beasley & Fischer,
2012). It is important to examine the experiences of Black and Latinx students in S&E programs
as we continue to understand the potential effects of stereotype threat prior to, during, and after
their time in S&E programs.
Impact of Stereotype Threat and Impact of Attrition
Motivation
As this study examined the consequences of stereotype threat, it is important to highlight
that Black and Latinx students’ academic motivation is affected by stereotype threat more
broadly through influences on extrinsic and intrinsic motivation. Intrinsic and extrinsic
motivation are used to accomplish a task. Intrinsic motivation is “the doing of an activity for its
inherent satisfactions rather than for some separable consequence” (Ryan & Deci, 2000, p. 56).
Extrinsic motivation is “a construct that pertains whenever an activity is done in order to attain
some separable outcome” (Ryan & Deci, 2000, p. 60). Foliate and Bussey (2013) examined how
stereotype threat reduced motivation to improve. The authors administered a mathematics test to
80 participants, 54 of whom were women. Prior to the test, the women participants were told
women do not normally perform well on math tests. The authors found that women did not
10

perform as well as men on the test following the negative feedback associated with stereotype
threat. The authors also found that women who were not subjected to negative feedback
performed better. However, the study found that stereotype threat did not have a significant
effect on men’s performance.
When examining motivation, research by Block et al. (2011) remains relevant. The
authors studied decreased motivation as one of many potential responses to stereotype threat.
Invigoration is defined as the occurrence of an individual responding to stereotype threat through
overcompensation and working harder to meet goals (Block et al., 2011). For example, female
students exposed to negative cartoons about women’s math skills displayed increased motivation
and performed better on a math test than students who were told that both men and women
performed well in math. The authors hypothesized that the students who experienced stereotype
threat increased their effort to disprove a negative stereotype. Although the study focuses on
stereotype threat as it affects women and people of color in a work setting, the research is
important to understand potential ways Black and Latinx students remain motivated despite the
negative effects of stereotypes and stereotype threat.
Performance
Stereotype threat impairs performance by triggering behaviors such as avoidance and
non-participation. According to Massey and Fischer (2005), performance anxiety hinders
academic performance in people of color. Performance anxiety is defined as anxiety due to the
thought of performing or completing a task (King, 2013). Taylor and Walton (2011) examined
whether stereotype threat undermined Black and White students’ academic knowledge. Two
experiments tested the authors’ theory. The first experiment examined whether stereotype threat
in a learning environment would weaken how Black students learned new material. The first
11

experiment revealed direct evidence that stereotype threat could undermine academic learning.
The second experiment examined if adding a value affirmation (e.g., $10 gift card) would reduce
the stereotype threat experience. The second experiment concluded that a value affirmation did
eliminate the negative effect of stereotype threat (Taylor & Walton, 2011). Malcom and Feder
(2018) examined a study by Smith et al. (2011) in which Black male students who experienced
daily treatment based on stereotypes were more likely to feel isolated on campus. The results
showed inhibited academic performance (Malcom & Feder, 2018).
A subsequent study conducted by Beasley and Fischer (2012) concluded that White and
Asian American students experienced less stereotype threat and performance anxiety than Black
and Latinx students; however, White and Asian American students still experience some group-
based performance anxiety. Overall, these anxieties and experiences resulting from stereotype
threat can be the deciding factor for whether Blacks and Latinx students stay in or leave S&E
programs. The literature review also suggests that stereotype threat undermines both learning and
performance.
Stereotype threat helps to better understand the negative health impacts on Black and
Latinx students. Since Steele and Aronson’s (1995) introduction of the theory of stereotype
threat, subsequent experiments have examined whether stereotype threat can impair the cognitive
performance of a particular group. For example, White students may perform poorly in math if
they are warned early on that their performance will be compared to that of an Asian American
student who is stereotypically viewed as excellent in mathematics (Aronson et al., 2013). The
same correlation can be made for Black and Latinx students. Del Pilar (2009) examined the use
of mental health services by Latinx and non-Latinx college students. Through a study of 119
students’ records, the authors found that low-level psychological problems such as depression
12

and suicidal ideations were higher among Latinx students than non-Latinx students. The study
further concluded that low-level distress could be affecting Latinx students.
Research by Block et al. (2011) examined a framework of potential responses to
stereotype threat. As individuals become discouraged by stereotypes, they may use specific
responses such as anger. Research has shown that anger is a primary emotion displayed when
someone is the target of discrimination (Block et al., 2011, p. 581). The negative effects of
stereotype threat on academic performance must be examined to help reduce Black and Latinx
student attrition in S&E programs.
Attrition
After examining enrollment, experiences, and impacts of stereotype threat, it is important
to understand the effect of stereotype threat on Black and Latinx students, as they are more likely
to leave S&E majors than their White peers and are less likely to graduate from S&E programs.
A review of U.S. Department of Education research suggests that students leave STEM programs
for various reasons. The department examined attrition among students who entered STEM
bachelor and associate degree programs in the 2003–2004 academic year over 6 years through
2009. Of the students observed, 29.3% of Black students and 23.1% of Latinx students left
without a degree. This is somewhat higher than the 19.8% of White students and 9.8% of Asian
American students who left STEM bachelor’s degree programs (See Table A1). Although it was
not possible to determine exactly what experiences affected students’ decision to leave STEM
programs, a review of the data is still an important first step in understanding this attrition.
The California Education Learning Lab (2019) conducted a brief survey on enrollment
and completion gaps of female, Black, and Latinx students in STEM fields in the California State
University (CSU) and University of California (UC) education systems. In 2018, Latinx students
13

accounted for 24.4% of UC undergraduate enrollment, but only 21% of STEM enrollment, and
Black students accounted for 4.1% of undergraduate enrollment but only 3% of STEM
enrollment. In the CSU system, Latinx students accounted for 42.8% of undergraduate
enrollment, but only 35.9% STEM enrollment, and Black students accounted for 4% of
undergraduate enrollment but only 2.9% of STEM enrollment. The results revealed that although
Latinx and Black students’ enrollment in STEM degrees is increasing, a completion gap still
exists. Comparatively, a snapshot of national data in 2012 revealed that 9.9% of bachelor’s
degrees awarded in S&E were to Latinx students, and 8.4% were awarded to Black students,
which is significantly lower than the 60.2% awarded to White students (NSF, 2015). It is
important to note that there is still not enough evidence to understand the effect of colleges and
universities on STEM degrees attainment among Black and Latinx students (Arcidiacono et al.,
2016).
As this study examined attrition in the context of stereotype threat, it is also important to
highlight other factors that may cause Black and Latinx students to leave S&E programs.
Research by Sy and Brittian (2008) highlighted the lower rate of Latinx students completing
S&E degrees, and the data regarding their college experiences reveal issues related to
socioeconomic status and cultural differences. Sy and Brittain surveyed 296 first-year students at
a southwestern university. The authors hypothesized that Latina and Asian American
undergraduate women regularly fulfilled family obligations more often than White students. The
results did reveal that Latina students fulfilled family obligations more frequently than Asian
American and White students, thus affecting Asian Americans and Latinas’ transition into
college. However, it is important to note that the study did not conclusively determine if
fulfilling family obligations hindered achievement.
14

Strayhorn et al. (2013) also examined why Black and Latinx students might leave S&E
programs. The authors noted that some Black and Latinx students believed that non-S&E majors
offered greater satisfaction. Loss of interest in S&E was another reason. Also, the Black and
Latinx students surveyed disagreed with the lifestyle they perceived was associated with an S&E
career. The findings authors found four themes associated with Black and Latinx departure from
S&E (Strayhorn et al., 2013). Black and Latinx students felt invisible in the S&E classrooms.
These feelings directly affected how they interacted in social or academic settings. The second
theme highlighted that Black and Latinx students noted a lack of peers and faculty of their same
race who could fail to offer a support network. The third theme was boredom and difficulty
applying the lessons taught. The last theme was a lack of college preparation prior to college
enrollment, such as a lack of high school resources and support from others interested in S&E
programs (Strayhorn et al., 2013). Reasons Black and Latinx depart S&E programs continue to
be important to examining attrition and better understanding what experiences affect students’
decision to leave.
Summary
In conclusion, the lower number of Black and Latinx students in S&E programs
continues to be a source of concern. As we look at the consequences of stereotype threat and how
to decrease its effects on college and university campuses, researching and understanding its role
for Blacks and Latinx in S&E programs is a critical step to solving the problem.
Conceptual Framework
According to Creswell and Creswell (2018), a conceptual framework is based on an
existing theory in a field of inquiry. It serves as the basis on which research is built. In this study,
the goal is to understand the consequences of stereotype threat and how to reduce its impact on
15

Black and Latinx students. Figure 1 illustrates the conceptual framework for stereotype threat as
it pertains to Black and Latinx students enrolled in S&E undergraduate programs.

Figure 1
Presentation of Conceptual Framework

The factors identified next to the red top left quadrant of the circle highlight Black and
Latinx students’ enrollment in S&E and the challenges they face. The factors identified next to
the purple top right quadrant of the circle highlight experiences that might lead Black and Latinx
students to experience stereotype threat in S&E programs. Next, in the bottom, right yellow

Decreased motivation

Decreased
performance

Increased family
obligations

Decreased S&E
interest

Fear of not being seen
(invisible)

Microaggressions

Fear of being
stereotyped because
of racial group

16

quadrant of the diagram are impacts on Black and Latinx students of increasing stereotype threat.
Lastly, the bottom left blue quadrant addresses the attrition of Black and Latinx students from
S&E majors due to stereotype threat. These factors, as they are applied to four stages of
stereotype threat, are not mutually exclusive, and each serve as part of stereotype threat. They are
part of the larger goal of increased understanding of stereotype threat in S&E programs,
increasing self-affirmation, and reducing the effects of stereotype threat on Black and Latinx
students in these programs.
Methodology
Qualitative research was used for this study. Merriam and Tisdell (2016) described
qualitative research as that which uncovers how people interpret their experiences (Merriam &
Tisdell, 2016, p. 6). The specific strategy of inquiry used was phenomenological study. A
phenomenological study “uses a combination of methods, such as conducting interviews, reading
documents, watching videos, or visiting places and events, to understand the meaning
participants place on whatever’s being examined” (Sauro, 2015, para. 3). Qualitative research
and phenomenological study as strategies of inquiry aligned with the purpose of this study
because they aid in understanding the viewpoints of Black and Latinx students. Specifically, they
help to uncover what was happening in the classroom and on campus while measuring Black and
Latinx students’ experiences in S&E programs. The goal was to highlight emerging themes,
validate findings, and determine negative stereotypes that impair Black and Latinx students’
educational motivation.
Interview and Participants
The purpose of interviews in qualitative research is to better understand the interviewee’s
life experiences as they apply to a conceptual and theoretical body of knowledge (DiCicco-
17

Bloom & Crabtree, 2006). To comprehensively explore the research questions in this study, eight
Black and Latinx undergraduate student participants were selected and interviewed to understand
if and how stereotype threat guided their decision to enroll in an S&E undergraduate program
and gain insight into their experiences on campus and in the classroom. A purposeful sample was
used for this study. The intent was to capture a subset of Black and Latinx S&E students who
were juniors or seniors at universities in the Western United States or had graduated within the
last 2 years (Merriam & Tisdell, 2016, p. 97). Participants were recruited through solicitation on
professional social media platforms such as LinkedIn and Facebook and through individual
referrals. Appendix B presents ethical considerations.
Data Collection Procedures
This study used an interview protocol, found in Appendix C, such that both interviewer
and interview questions were the instruments used. Reflective memos captured research thoughts
before, during, and after each interview. Interviews were conducted through Zoom. Each
interview was expected to last 60 minutes. Interviews were recorded electronically using Zoom
and transcribed using an online website called Sonix. The interview began with open-ended
questions about the participant’s background and interest in science or engineering, followed by
specific questions with the intent to gather data with greater insight on stereotype threat. Three
colleges and universities were represented based on the participants interviewed.
Data Analysis
Data analysis began with highlighting the research questions and leveraging the
information collected to establish open coding derived from the conceptual framework. Key
themes were highlighted (Merriam & Tisdell, 2016, p. 197). The recorded interviews were
transcribed and reviewed for accuracy. NVivo coding software was used to analyze the words
18

and sentiments participants used to describe their responses to the interview questions. NVivo
coding is a “form of qualitative data analysis that places emphasis on the actual spoken words of
the participants” (Manning, 2017, p. 1). Shorthand or marginal notes on the coded transcripts
were used to capture observations, emergent themes, or a particular phrase. These notes were
then transcribed into Microsoft Word. To keep the data secure, protected, and free from
corruption, all data, transcribed notes, and information were kept on a password-protected
removable hard drive. This hard drive was locked in my home office until its use was required.
Methods to de-identify data were used, such as changing the name of the participants’ city to
another city, changing the participants’ professions, and changing the name of the university and
department. An identification key was used to match the participant interviews with the
identifiable information. The identification key was locked in my home safe, which is separate
from the home office until its use was required. Appendix B presents ethical considerations.
Trustworthiness
Merriam and Tisdell (2016) noted that credibility, transferability, dependability, and
confirmability ensure trustworthiness in qualitative research. Steps were taken to ensure there
was credibility and transferability in this study involving Black and Latinx students in S&E
programs. After each interview, the participants’ responses were transcribed and member-
checked by returning the transcription to the participants for verification. These techniques
helped to strengthen the data by ensuring the participant had the opportunity to review and
validate their responses (Korstjens & Moser, 2018).
To ensure dependability and confirmability, an external auditor not connected to the
study reviewed documentation and coding to determine whether the interpretations and
19

conclusions were clear. A reflective journal was used throughout this study to recognize personal
feelings and biases that to understand and account for them (Merriam & Tisdell, 2016, p. 259).
Findings
The original goal was to target Black and Latinx students who left S&E bachelor’s degree
programs or had graduated such a program within the previous 2 years. Additionally, the focus
was to target three specific 4-year universities or colleges in the Western United States.
However, I was unable to recruit participants at the three universities and colleges after extensive
efforts. Due to the lack of volunteers from the above-mentioned target population, the focus was
refined to include current and recent graduates of S&E programs.
This qualitative study utilized interviews with Black and Latinx students who were
enrolled in or had graduated from S&E bachelor’s degree within the last 2 years. Upon initiating
the research phase of my study, I encountered challenges finding participants. I initially used
LinkedIn and professional contacts to solicit participants with no success. Also, for
approximately a month, I sent numerous emails to the deans of the engineering and biological
sciences schools for the colleges and universities I was initially targeting. I did not receive any
responses or interest to support my study. In mid-August, 2021, I conferred with two colleagues
who suggested that my research pool might have been too specific and suggested I consider
widening it. During this same timeframe, I spoke to faculty, staff, and peers who made similar
recommendations. On August 17, 2021, after much deliberation and approval, I expanded the
study to include any 4-year college or university in the Western United States and any Black or
Latinx students who were enrolled as juniors or seniors in an S&E bachelor’s degree program, or
recently graduated from a S&E bachelor’s degree program within the last 2 years, or were
previously enrolled in a S&E bachelor’s degree program and subsequently changed majors.
20

The purposefully selected sample consisted of six Latinx students and two Black
students. The institutional review board approved research for this study on July 2, 2021. There
were 12 questions asked during the interviews (Appendix C). The interviews were facilitated
from September 21, 2021, to December 3, 2021. I solicited interests for this study using
LinkedIn, Facebook, Instagram, and professional contacts this time around. Within a week, I
began to receive interest in participation. I conducted my initial three interviews almost
immediately, with a fourth interview following shortly thereafter. I did not receive any more
interest in participation for about 2 months. During that time, I continued to canvas LinkedIn,
Facebook, Instagram, and my professional contacts for additional participants. To reinvigorate
the interviews, I sent an email request to a director of diversity and equity for an engineering
program at one of the universities that is represented in this study and requested assistance with
sending an email canvas to Black and Latinx students, faculty, and staff within their contacts.
After 30 to 45 days, I received a response stating they would gladly assist. Within a week, I
received interest and conducted my fifth and sixth interviews, with the seventh and final eighth
interviews following shortly thereafter.
It is important to note that the interviewees were currently enrolled as juniors or seniors
in an S&E bachelor’s degree program, or recently graduated from a S&E bachelor’s degree
program within the last 2 years. I was unable to find any Black or Latinx students who were
previously enrolled in a S&E bachelor’s degree program and subsequently changed majors.
Despite the difficulties and changes previously mentioned, this study’s findings will add
to meaningful discussions about stereotype threat and Black and Latinx students’ experiences in
S&E education (Beasley & Fischer, 2012). Table 1 presents an overview of the interviewees.
21

Table 2 gives an overview of the colleges and universities represented based on the students
interviewed.

Table 1
Interviewed Student Demographics
Pseudonym Racial
identification
Gender
identified
Bachelor of Science major Enrollment status
Dana Latinx Female Mechanical engineering In school, senior
Awesome guy Latinx Male Mechanical engineering Recent graduate
Sandra Latinx Female Environmental engineering Recent graduate
Brook Latinx Female Mechanical engineering Recent graduate
Monica Latinx Female Civil engineering In school, senior
Roberto Black Male Mechanical engineering In school, junior
Sally Latinx Female Electrical engineering In school, senior
Clarissa Black Female Civil engineering In school, senior

22

Table 2
Enrollment Demographics of Colleges and Universities Represented
Pseudonym Hispanic or
Latinx
Black or African
American
White or
Caucasian
Asian Other
Tailwind University 49% 5% 21% 9% 3%
Ridgeway College 53% 4% 10% 18% 1%
Brookstone University 15% 5% 29% 17% 4%

Note. Percentages are approximated to protect the institutions’ confidentiality.

Results of Research Question 1
The first research question asked, “How, if at all, did group identity salience inform the
experience of Black and Latinx students?” This question focused on the participants’ unique on-
campus experiences with group membership and identity. Despite their differences and
backgrounds, a common theme arose. The following section describes their responses to
interview questions relating to the first research question.
All the interviewees were asked, “Can you tell me about your interactions with students
who are the same race/color/ethnicity as you on campus?” Additionally, a probing question was
asked: “Do you feel that your anxiety or comfort levels are more manageable during those
interactions? If so, why?” The overall theme from the students pertained to feeling connected
with peers and having a support network of classmates of the same race and similar cultural
background. The interviewees offered meaningful responses to articulate the impact of
supportive peer relationships at their college or university. Dana, Sandra, and Awesome Guy
23

described a similar sense that it was easier to talk to classmates with a similar background. Brook
echoed that sentiment and added the value of being able to “help each other out.” Clarissa and
Sally expressed the support they felt when interacting with students of their same color. Sally
also highlighted how the interaction gave them a feeling of a sense of home. When asked if they
felt their anxiety or comfort levels were more manageable during those interactions, most
students described being less anxious or more comfortable because of the group membership
they found, formed, or became a part of.
This finding reflects that group membership had a positive impact on the Black and
Latinx student experience and may have helped to influence their outlook on campus. Table 3
presents students’ quotes related to the research question and highlights the finding that students
had similar positive experiences relating to group identity and their interaction with students of
the same race/color/ethnicity on campus.

Table 3
Student Quotes That Illustrate the Finding of Importance of Group Membership on Campus
Student Quote Quote (probing question)
Clarissa Those are always very positive experiences. I
think it is like my home base. Essentially, that’s
the first org that I joined, and I was there
thinking about coming to Brookstone. The
people I connected with were members of
NSBE* that are on the board, and they’re like,
yeah, you must join. We always have meetings
every week on Monday. So, I know on
Mondays, I’m going to see other Black people,
and I know I’m going to get a meal because they
always have food. So, interacting with them was
always a positive experience.
Anxiety isn’t the word I
would use to describe it. I
can’t really put into words,
but I am aware I feel more
comfortable with Black
people, and I grew up in a
mostly Black neighborhood,
so this was what I know, I
guess.
24

Student Quote Quote (probing question)
Awesome
Guy
I went to my 4-year university, and there is a
good high percentage of Latinx in engineering
and the engineering department. That it was a
pretty good mix. It didn’t feel like I was
completely like a minority. But through the
interactions, I did feel more comfortable being
able to talk to other Latinx students.
I definitely felt less anxious
about socializing with
Latinx. I guess there is just a
kind of comfort where it
almost feels like it’s
someone, you know, or kind
of understands your
background a bit more.
Monica One of my roommates, she actually is also mixed
like I am, White and Hispanic, and honestly
having her here, and having her be someone I
live with is something that’s really been
important to me.
Of course, from the
beginning, I mean, partially,
it’s her personality. She’s
very outgoing and makes
people very comfortable, but
there was definitely a level
of comfort specifically
because I knew that she had
a similar background to me.
It’s a comfort that’s different
than when I first met some
of my other friends.
Brook The university I went to, the majority of us were
Latin or Latino and Latina minorities, so it
wasn’t that bad. For the most part, most of them
are nice. Just you always have those few that
think they’re better than you and stuff,
especially the guys. But other than that,
everyone was pretty nice to one another. And
we all help each other out.
I would say so, just because
they only were going
through the same thing I was
going through, you know.
All being first-gen and not
knowing what to do with
life. So, I did feel a little bit
more comfortable.
Dana It always goes great. It’s smooth. There’s no
pressure. There's always friendly, friendly
interactions.
It’s always easier to talk to
someone with a similar
background or similar
upbringing, similar life
experiences, or I would
assume, life experiences that
they would have similar
shared experiences as I did.
Ok. It’s easier to talk to
someone who kind of looks
like you.
25

Student Quote Quote (probing question)
Sally They’ve been really positive experiences. I’m
actually at the center for engineering diversity
right now, studying with some friends. I’ve been
super grateful for them and for spaces like this
that are diverse in nature because I feel like it
really gives me that sense of home in a
predominantly White institution, which I really
appreciate. And I feel like it also academically
helps me as well because it connects me with
other likeminded but also smart individuals. So,
yeah, overall, very positive.
It definitely helps mitigate a
lot of my anxiety because
it’s kind of like that
communal struggle makes it
easier to bear a lot of the
things that we have to go
through every day.
Sandra Well, I was in SHPE*, and I always felt like it
was pleasant being around everyone, and seeing
that they could do it, I could do it too. So, it was
always good. It was never a bad experience
among us, and luckily, I went to school where
all Hispanics were the majority, so I never felt
like a culture shock either.

Note: NSBE stands for National Society of Black Engineers. SHPE stands for Society of
Hispanic Professional Engineers.

Results of Research Question 2
The second research question asked, “What, if any, cultural stereotypes did Blacks and
Latinx students perceive while they were in their S&E programs?” This question focused on the
cultural stereotypes students recognized while on campus. The following section describes their
responses to interview questions relating to the second research question.
Four of the students noted some cultural stereotypes that were expressed. When asked if
she had ever been made to feel that another race/ethnicity was smarter at engineering during the
program, Monica noted that a professor expressed that Asian students were “super smart” and
tried really hard in class. Brook noted hearing a similar stereotype. When responding to how he
26

feels about treating everybody the same, Roberto added comments stereotyping Asian students
as being very smart and probably best suited for a particular project. When responding to the
same question, Sally noted that a professor from a previous course may have called on White
students during class to answer questions because of the stereotype that White students were
more successful than minority students.
Although it did not appear that cultural stereotypes had a significant impact on the
interviewees’ experiences, this finding reflects that cultural stereotypes are still prevalent on
campuses and could potentially have negative effects on Black and Latinx students’ experiences.
Table 4 helps to better illustrate the students’ quotes and shared experiences related to the
findings that support the research question.

27

Table 4
Student Quotes That Illustrate the Finding of Cultural Stereotypes on Campus
Student Quote
Monica That same professor, the one that said I was hardworking or whatever. I think
he would make comments like that. He would say, especially comments
about Asian students, that they were super smart or they would be trying
really hard. It was really a weird class.
Roberto With me personally, how I feel. I think to be honest myself, I treat everybody
the same. You give the opportunity when first meeting people, and you never
know what as far as implicitly what you might think. There might be
stereotypes. And typically, I do it for the good, and I say this just as an
example, but typically, a stereotype of like Asian people being smart, right?
And I’ll be like, oh, they’re probably really good for this project. They
probably know a lot of stuff, and it’s as far as that’s typically kind of the
most my mind goes when it comes to if I was to generalize anything, but for
the most part, I’m pretty good. I like to give everybody the benefit of the
doubt and give them credit that they are here. So, I assume they earned their,
you know, they deserve to be here.
Sally I think I was in one of my math classes. Our professor would only call on the
White students to answer some of his questions. So, I feel like that’s kind of
all he saw as the successful students. And I was never really sure if maybe
those are just the students that attended his office hours the most, so he had a
relationship with them. But I feel like the fact that he didn’t try to call on any
other students to participate kind of felt like that’s the people he was really
seeing in the class. So, I feel like that can easily make people feel very
ostracized and isolated that we’re not fitting in with them.
Brook It’s just that stereotype that Chinese people are a lot smarter and like anything
under an A is failing for them and all that stuff.

28

Results of Research Question 3
The next research question asked, “To what extent, if any, did stereotype threat have an
effect on the academic motivation of Blacks and Latinx students in S&E programs?” This
question focused on the effect of stereotype threat, if any, on the students’ academic motivation.
The following section describes their responses to interview questions relating to the third
research question.
When asked if they ever experienced a time during their programs when they felt they
were not smart enough to enroll in a course because of their race or ethnicity, overall the students
did not appear to offer any specific responses to support that stereotype threat had an effect on
their academic motivation. It is important to note that two students, Roberto and Clarissa, did
note that being Black was a source of motivation to be successful academically. This can be
attributed to the reduced negative effects of stereotype threat. The remaining students offered
various responses that are still important to highlight. Awesome Guy and Monica noted
decreased confidence, self-doubt and not feeling smart enough. Sally noted feelings related to
imposter syndrome and of only being accepted into college due to diversity quotas. Brook stated
that hearing other students talk about struggling would then cause her to doubt her own abilities.
Lastly, Dana and Sandra responded “No” to the interview question.
It did not appear that there was an overall consensus to support that stereotype threat had
an effect on their academic motivation. This finding reflects that the reduced negative effects of
stereotype threat may have had a positive impact on some of the Black and Latinx student
experience in S&E programs. Table 5 helps to better illustrate the student quotes related to the
findings of the research question.

29

Table 5
Student Quotes That Illustrate the Finding of Academic Motivation
Student Quote
Clarissa Because of my race or ethnicity, there’s definitely times where I felt I
wasn’t smart enough to make it known of course or continue, and of
course, I don’t think I necessarily attribute it to being Black completely. I
would say there are times where I was like, oh, that’s actually my
sophomore year because everything was converging at the same time and
everything was very hard.

Because I’m Black, this is the reason why I’m not doing well. Just the way
that I was raised, I’m always pretty pumped or proud of being Black, and I
know the Black people can do whatever they want and excel. I would say
it comes from a different place. Don’t really know where, but I’ve had
those feelings that I didn’t necessarily attribute to my race. Sometimes, I
think that it would be very, very slight. But I don’t think there’s any
deficiency in Black people as a race that we can’t get stuff.
Awesome Guy I think there are many, many moments throughout my school career, I think.
It was more about the background that I came from and not really having
other people who have gone through engineering school. Gave me
confidence. So, throughout my journey, it was always myself and kind of
some self-doubt because the first couple of years, there was a lot of
failing, so there was a lot of doubt to get over. I transferred to the 4-year
university, and once I started there, I felt more confident in myself. I
definitely would say that. There are maybe one or two classes that I
avoided just because I felt like I wasn’t good enough for it to kind of
handle it.
Monica Not because of my race or ethnicity, certainly just because it's a really hard
major, and I struggle a lot with my belief in my self-competence or just
because I have struggled with my mental health. Sometimes, I don’t think
it’s because of my race or ethnicity, though.
Brook I wouldn’t say so much about my race. But maybe just because of me. I
would think that just hearing from other people’s experiences, I would
think, oh, that’s too hard and they struggled with it, so I’ll probably
struggle with it as well.
Dana No
30

Student Quote
Sally I think the first admission day that they had, I immediately saw everybody
here and they were kind of talking about a lot of their wealth of experience
in high school, felt like their academic preparedness and how they had
taken all these classes ahead of time, and I was just struggling here on
basic calculus classes. I think I definitely hit the diversity quotas because I
don’t know why else I’m here. And I think that sense of imposter
syndrome really continued up until probably about this year, which is my
senior year. So, like for about 3 years. And finally, I realize I’m here.
They selected me for whatever reasons. If it is just a numbers thing, that’s
fine. But I’m here, and I have to make the most of it, and I’m not going to
let [myself] be seen as kind of. They only really affect me the way that I’m
going to do academia and stuff like that. So, it’s a struggle, but it is what it
is, and I just try to do my best. That’s all I can do.
Roberto Yeah, at some points, l I feel like I’m very surprised regardless that I’m here
where I am, considering where I come from. Like I said, I barely
graduated high school, to be honest. Kind of flip things around without
going too much into that. But I, for the most part, especially my first
semester, I did think maybe I shouldn’t be here. I was struggling. I didn’t
take physics in high school, and I took physics for the first time and that
was one of the hardest things. My first semester here was very, very tough.
I’ve definitely gotten over that fear more as I’ve gotten more confident in
it. But as far as my race, being Black actually encourages me to do better,
mainly because I don’t like the stereotype. You know, I’ve seen the data.
I’ve seen the information. I’ve seen how, typically, Black students do
compared to other groups, especially in fields that are pretty technical like
engineering. And I’m trying to completely disprove that; break all the
statistics. I think for myself, I don’t want to be a victim of my own
mindset. And so, I try not to let you know what others may even see or say
that is actually affecting me, regardless of what I think. I try not to let it
affect me and just do my best.
Sandra No

Results of Research Question 4
The final research question asked, “What role did cultural stereotypes play in the
decisions of Black and Latinx students to pursue S&E degree programs?” This final research
question focused on the decision to pursue an S&E degree and whether cultural stereotypes
31

played a role in their decision. The following section describes their responses to interview
questions relating to the fourth research question.
All students were asked the question, “What originally made you pursue an
undergraduate degree in engineering?” Sally, Brook, Roberto, Monica and Awesome Guy all
expressed a love or interest in math and/or science as reasons for pursuing an S&E degree.
Clarissa noted that their sense of community and wanting to make a difference played a role in
their decision, while Sandra expressed a deep interest in environmental science as a reason to
pursue an S&E degree program. Lastly, Dana highlighted that there was a lack of role models in
STEM and did not consider STEM as an option during grade school.
These findings revealed that all of the students interviewed expressed a deep-rooted
reason for pursuing an S&E degree. However, only Clarissa’s response fully supports the
interview question 100. The remaining responses offer meaningful insight as to why the other
students chose to pursue an S&E degree program, but whether there was a direct correlation
between the reason and whether culture stereotypes played a role is inconclusive.
Table 6 helps to better illustrate the students’ quotes and findings regarding whether
cultural stereotypes played a role in why Black and Latinx students chose to pursue an S&E
degree program.

32

Table 6
Student Quotes That Illustrate the Finding of Decisions to Pursue S&E Degree Programs
Student Quote
Clarissa So, I’m originally from the East Coast. And just seeing the gentrification
that happened there, the displacement and how the city was changing
with this new development, I really wanted to be able to impact that. So,
I chose civil engineering in order to make those differences. So, that’s
kind of how I came to engineering.
Dana As a student throughout grade school, I was always in a magnet or a
highly gifted program, but never once was the topic of STEM brought to
my attention. I don’t think it was ever a choice that was given to me in
particular, I think maybe my teacher saw me as someone who wouldn’t
pursue something like that. And that opportunity was never there.
Sally I think the reason I chose engineering is because I’ve always loved math
and science and growing up, the first time I went to Mexico, it was the
first time I really got to see the stars. So, that kind of motivated me, that
first sense of wonder and seeing things. And it really motivated me to
want to do imaging, but like the satellites in the future. So, it kind of led
me to the pathway of becoming an electrical engineer.
Sandra I was really good at math or I thought I was in high school, so I wanted to
incorporate that in my major and I never had a dream school, a dream
major at all. And then until I took AP Environmental Science, I kind of
found the love for the environmental aspect. And so, in the school I went
to, the 4-year university, said they had a combination of environmental
engineering. And so, I decided to pursue that.
Roberto I chose engineering mainly because I’m not really a huge fan of the liberal
arts, to be honest. When I look at what kind of future opportunities I’ll
have with a career, I feel like one of the few that is able to be really
resilient and at least be entertaining to me and interesting to me is
engineering. I love working with my hands. I always loved working with
cars and stuff like that. And good at math. I liked it. I like the idea. I like
to understand how things work and why they do what they do.
33

Student Quote
Awesome Guy Originally, I kind of didn’t know exactly what I wanted to do. I always felt
comfortable with math and science, and my brother would always talk
about wanting to become a mechanical engineer. And during that time, I
also saw Iron Man and, it just kind of, although it’s fiction, it was still a
glimpse of how powerful engineering is and being able to apply it in
different aspects. So, not really knowing what to do and always looking
up to my brother, I just kind of went with mechanical engineering. Since
then, it’s always just been like that was always just kind of my focus.
Like just finish, just do mechanical engineering.
Brook The thing is, ever since I was young, I knew I was really good at math and
I really liked enjoying math. So, I knew when I was younger that I
wanted to do something with math. I just didn’t know exactly what. And
it wasn’t until my freshman year of high school that one of the teachers
was like, if you like math and science, you should consider engineering.
At that time, I was like, well, I love math. I could learn to love science.
So, let me look into engineering because at the time, the only science I
really had was just biology. And I don’t like biology. I still don’t like
biology to this day. But then that’s when I started taking chemistry and
physics, and I was like, whoa, science is just more than just bio. There’s
other stuff to it, and then I just decided to do engineering from then, and
I haven’t had a reason not to do engineering, so I just stuck with it.
Monica In science and engineering, I have always been pretty good at science and
math. It’s always been my favorite subject in school. My older brother
was a physics and math major, and he’s 10 years older than me. I looked
up to him a lot, and so it was always something that I was really
interested in. The exact path within science and engineering has
changed. As I’ve gotten older, I used to want to go into rocket science.
Now I majored in civil engineering, but I guess it’s always been
something I’ve been really interested in.

Summary of Findings
This study aimed to explore stereotype threat and the experiences of Black and Latinx
students in S&E programs. Based on the interview data, this section discussed findings in
relation to the four research questions. The next sections will address the connection of these
findings in relation to the research questions, literature, and outline recommendations.
34

Conclusion and Discussion of Findings
My conclusion is that these findings identified experiences internal and external to
university and college campuses that impact Black and Latinx students. Some of the findings
align with the literature review and conceptual framework. The literature review focused on the
importance of considering Black and Latinx enrollment when examining stereotype threat. The
experiences of Black and Latinx students in S&E programs and the impact of stereotype threat
may contribute to their attrition from S&E programs (U.S. Department of Education, 2014). The
conceptual framework served as the basis for this research. The goal was to understand the
consequences of stereotype threat and how to reduce its impact on Black and Latinx students.
Positive social comparisons help reduce the negative effects of stereotype threat.
Furthermore, group membership as it relates to stereotype threat conditions can lead students to
feelings of “we-ness” (Marx et al, 2005). The findings illustrated in Table 3 align with Marx et.
al. in that the participants had similar positive experiences relating to group identity and their
interaction with students on campus who were the same race/color/ethnicity as them. The
students’ responses reflect that group membership had a positive impact on the Black and Latinx
student experience and stresses the importance of group membership on campus.
Situations such as having feelings of not relating to similar experiences as White students
and increased anxiety can evoke stereotype threat, which can harm Black and Latinx students’
academic performance (Riegle-Crumb et al, 2019). Similarly, the student quotes illustrated in
Table 4 reflect shared experiences highlighting cultural stereotypes and feelings that another
race/ethnicity was smarter at engineering. Malcolm and Feder (2018) and Strayhorn et al (2013)
noted that microaggressions could have effects similar to what students in this study noted:
invisibility.
35

Block et al. (2011) conducted research that revealed that being resilient is a possible
response to stereotype threat. As I outlined in the literature review, I believe that this research
remains relevant. The findings illustrated in Table 5 do not appear to offer an overall consensus
to support that stereotype threat had a direct effect on the participants’ academic motivation.
Nonetheless, it is my assumption that the student responses could be the result of their resiliency.
There could be a further assertion that reduced negative effects of stereotype threat may have had
a positive impact on the Black and Latinx students’ experiences in their S&E programs (Block et
al., 2011).
Feelings of unimportance, decreased motivation, and underperformance could be factors
other Black and Latinx students might consider when choosing whether or not to pursue a S&E
bachelor’s degree program (Torres & Charles, 2004; Alakhunova et al., 2015). The research
conducted by the authors is important to consider when examining the findings outlined in Table
6. Table 6 illustrates whether cultural stereotypes played a role in why the students chose to
pursue a S&E degree program. All the students interviewed expressed a deep-rooted reason for
pursuing a S&E degree, but their responses did not directly answer Research Question 4.
However, there was one exception: Clarissa. Clarissa’s response did answer the research
question. While the students did offer meaningful insight as to why they chose to pursue a S&E
degree program, a direct connection between the reason and the role played by culture
stereotypes is inconclusive.
Recommendations
This section presents the proposed recommendations for practice and for future research
that could assist with better understanding of the impacts of stereotype threat on the Black and
36

Latinx student experience in S&E programs, while offering future researchers important insight
for future research and discussion.
Recommendations for Practice
The following are recommendations for practice based on the findings of this study. The
recommendations were designed based on the following areas relating to stereotypes threat
theory: group membership, cultural stereotypes and academic motivation.
● Group membership: develop initiatives and outreach programs that bring more
professional societies, associations and affinity groups on campus.
● Cultural stereotypes: develop initiatives and/or outreach programs that capture the
experiences of Black and Latinx students in S&E programs.
● Academic motivation: develop initiatives that look deeper into the academic motivation
of Black and Latinx S&E students.
The three recommendations are further discussed in detail below.
Group Membership: Develop Initiatives and Outreach Programs That Bring More
Professional Organizations and Affinity Groups on Campus
It is recommended that colleges and universities develop initiatives and outreach
programs to increase Black and Latinx student exposure to professional organizations and
affinity groups on campus. Examples of professional societies are the National Society of Black
Engineers, Society of Professional Hispanic Engineers, Society of Black Graduate Engineers,
Society for Advancement of Chicanos/Hispanics and Native Americans in Science, Society of
Mexican American Engineers and Scientists, and National Action Council for Minorities in
Engineering. These organizations offer Black and Latinx students support in S&E programs
through career development, networking, scholarships and more.
37

Affinity groups on campus offer Black and Latinx students a safe place to form
relationships and build community through similarly shared experiences. In order to not identify
any particular college or university, some generic examples of Black and Latinx affinity groups
are Black Student Union, Hispanic/Latinx Affinity Group, Latinx Affinity Group and Black
Affinity Group.
The students’ responses reflect group membership’s positive impact and ability to reduce
the anxiety of the Black and Latinx student experience. This further supports the need for more
colleges and universities to stress the importance of group membership on their campuses. Marx et
al. (2005) revealed that positive social comparisons reduced the negative effects of stereotype
threat, which supports this recommendation as well.
Cultural Stereotypes: Develop Initiatives and/or Outreach Programs That Capture the
Experiences of Black and Latinx Students in S&E Programs
Colleges and universities should continue to work with their offices of diversity, equity
and inclusion (DEI), equal opportunity and other applicable directorates to first understand the
harmful effects of cultural stereotypes. Next, they should work to gain more awareness of the
beliefs, feelings and inner thoughts of the faculty, staff and students on their campuses. When
colleges and universities encounter situations involving cultural stereotypes about a group, it is
recommended that immediate action to discount the stereotype and all parties should begin to
foster environments of mutual respect for people of all races. This can be done by developing
zero tolerance policies, mandatory training and increased use of special emphasis programs. The
use of media messaging that portrays different races and backgrounds in a positive manner can
help also. Finally, universities and colleges can create systems for performing routine “student
38

checks” for Black, Latinx and other underrepresented students in order to capture issues
regarding stereotype threat and negative experiences sooner on campus.
The students’ experiences surrounding cultural stereotypes and feelings that another
race/ethnicity was smarter at engineering on campuses supports the recommendation above. As
previously highlighted, the research conducted by Riegle-Crumb, et. al. (2019), concluded that
situations such as not relating to similar experiences as White students and increased anxiety can
harm Black and Latinx students’ academic performance. Lastly, the research conducted by
Malcom and Feder (2018) and Strayhorn et al (2013), regarding the negative effect of
microaggressions towards Black and Latinx students also supports the recommendation and
further supports the importance of creating campus environments where all races, ethnicities and
backgrounds are appreciated and valued.
Academic Motivation: Develop Initiatives That Look Deeper Into the Academic Motivation of
Black and Latinx S&E Students
The establishment of one or multiple staff or faculty positions designed to review,
research, conduct data analytics and provide recommendations to educational leadership could
help to better understand the academic motivation of Black and Latinx S&E students. Enlisting
support from the previously recommended professional organizations or affinity groups as well
as enrollment counselors, while creating an information repository to maintain this information,
would be beneficial to learning ways to increase academic motivation of Black and Latinx S&E
students where gaps are identified.
As Table 6 illustrates, the students interviewed expressed various reasons for pursuing a
S&E degree, however, their responses were not directly linked to cultural stereotypes or
stereotype threat except for Clarissa. These findings and the literature review still support this
39

recommendation because the research conducted by Torres and Charles (2004) and Alakhunova
et al. (2015) highlight the need to continue understanding if feelings of unimportance, decreased
motivation, and underperformance are factors that other Black and Latinx students might
consider when deciding whether or not to pursue a S&E degree.
Recommendations for Future Research
Based on the challenges identified, the findings and the literature review of the study,
there are two primary recommendations for future research. The first recommendation is to
duplicate this study by region within the United States. Separating the findings based on
categories such as whether the college or university is private or public, 2-year or 4-year and
enrollment demographic is suggested. My assumption is that there is still an opportunity to
capture more background on the experiences of Black students in S&E programs by targeting
specific Historically Black Colleges and Universities. Additionally, leveraging DEI offices on
campuses to identify Black and Latinx students in S&E programs prior to completion is still an
opportunity that can add meaningful future research. If the participants can be found and their
experiences captured, this recommendation would help to determine if the challenges and
findings of this study were representative of the region, population, demographics, or cultural
complexities.
The second recommendation to conduct a study that shifts the primary focus from the
experiences of Black and Latinx students to universities and colleges. Specifically, the study
should investigate whether institutions have the right staff, faculty, and programs in place to
promote Black and Latinx student success. I recommend starting with the question, “How
diverse are the faculty of science and engineering programs throughout the United States?” I also
recommend including research that looks at human capital plans at universities and colleges that
40

focus on the mechanics of recruitment and on outreach programs, community learning and
multigenerational change to look beyond the scope of this study and focus on internal changes to
universities, colleges, and their S&E programs.
Conclusion
This study focused on gaining a more in-depth understanding of the consequences of
stereotype threat and the potential effects on Black and Latinx students’ experiences in S&E
bachelor degree programs. Despite the challenges I encountered with finding participants for this
study, the research questions were answered and can be used to inform future practice and
research. The findings provided meaningful insight and offered a different perspective to some of
the assumptions I made early in this paper prior to conducting my research with regards to the
ease of access to Black and Latinx students who left S&E programs prior to completion. This
study highlights the reduced effects of stereotype threat through the positive group membership
experience of the Black and Latinx students, while uncovering that cultural stereotypes still exist
with faculty, staff and students on college and university campuses. This coupled with further
understanding of the academic motivations, adds to the existing research and offers future
researchers another layer for understanding stereotype threat and performance of Black and
Latinx students in S&E programs.

41

References
Agyemang, C., Bhopal, R., & Bruijnzeels, M. (2005). Negro, Black, Black African, African
Caribbean, African American or what? Labelling African origin populations in the health
arena in the 21st century. Journal of Epidemiology and Community Health, 59(12),
1014–1018. https://doi.org/10.1136/jech.2005.035964
Alakhunova, N., Diallo, O., Martin del Campo, I., & Tallarico, W. (2015). Defining
marginalization: An assessment tool. Elliott School of International Affairs & the World
Fair Trade Organization-Asia.
Arcidiacono, P., Aucejo, E. M., & Hotz, V. J. (2016). University Differences in the Graduation
of Minorities in STEM Fields: Evidence from California. The American Economic
Review, 106(3), 525–562. https://doi.org/10.1257/aer.20130626
Aronson, J., Burgess, D., Phelan, S. M., & Juarez, L. (2013). Unhealthy interactions: The role of
stereotype threat in health disparities. American Journal of Public Health, 103(1), 50–56.
https://doi.org/10.2105/AJPH.2012.300828
Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on
African American college students by shaping theories of intelligence. Journal of
Experimental Social Psychology, 38(2), 113–125. https://doi.org/10.1006/jesp.2001.1491
Beasley, M. A., & Fischer, M. J. (2012). Why they leave: The impact of stereotype threat on the
attrition of women and minorities from science, math and engineering majors. Social
Psychology of Education, 15, 427–448. https://doi.org/10.1007/s11218-012-9185-3
Block, C. J., Koch, S. M., Liberman, B. E., Merriweather, T. J., & Roberson, L. (2011).
Contending with stereotype threat at work: A model of long-term responses. The
Counseling Psychologist, 39(4), 570–600. https://doi.org/10.1177/0011000010382459
42

California Education Learning Lab. (2019). Enrollment and completion gaps in STEM higher
education. Governor’s Office of Planning and Research.
https://opr.ca.gov/docs/20190916-Learning_Lab_Brief-
Enrollment_and_Completion_Gaps.pdf
The Center for Theory of Change, Inc. (2019). Setting standards for theory of change. What is
theory of change? https://www.theoryofchange.org/what-is-theory-of-change/
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative
and qualitative research (4th ed.). Pearson.
Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed
methods approaches (5th ed.). SAGE Publications.
Data USA. (n.d.). CIP. https://datausa.io/search/?dimension=CIP
Del Pilar, J. (2009). Mental health and Latino/a college Students: A psychological perspective
and new findings. https://journals.sagepub.com/doi/pdf/10.1177/1538192708328891
DiCicco-Bloom, & Crabtree, B. F. (2006). The qualitative research interview. Medical
Education, 40(4), 314–321. https://doi.org/10.1111/j.1365-2929.2006.02418.x
Fogliati, V. J., & Bussey, K. (2013). Stereotype threat reduces motivation to improve: Effects of
stereotype threat and feedback on women’s intentions to improve mathematical ability.
Psychology of Women Quarterly, 37(3), 310–324.
https://doi.org/10.1177/0361684313480045
Henry, K., Arrow, H., & Carini, B. (1999). A Tripartite Model of Group Identification. Small
Group Research -. Small Group Research, 30(5), 558–581.
https://doi.org/10.1177/104649649903000504
43

Inzlicht, M., & Kang, S. K. (2010). Stereotype threat spillover: How coping with threats to social
identity affects aggression, eating, decision making, and attention. Journal of Personality
and Social Psychology, 99(3), 467–481. https://doi.org/10.1037/a0018951
Inzlicht, M., & Schmader, T. (2012). Stereotype threat: Theory, process, and application.
Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199732449.001.0001.
King, J. (2013). Performance anxiety. Peepal Tree Press.
Korstjens, I., & Moser, A. (2018). Series: Practical guidance to qualitative research. Part 4:
Trustworthiness and publishing. The European Journal of General Practice, 24(1), 120–
124. https://doi.org/10.1080/13814788.2017.1375092
Kossowska, M., Bukowski, M., Guinote, A., Dragon, P., & Kruglanski, A. W. (2016). Self-
image threat decreases stereotyping: The role of motivation toward closure. Motivation
and Emotion, 40(6), 830–841. https://doi.org/10.1007/s11031-016-9582-6
Library of Congress. (2020). Science reference guides. Engineering disciplines.
https://www.loc.gov/rr/scitech/SciRefGuides/eng-disciplines.html
Malcom, S., & Feder, M. (2016). The culture of undergraduate stem education.
https://www.ncbi.nlm.nih.gov/books/NBK368176
Manning, J. (2017). In vivo coding. The International Encyclopedia of Communication Research
Methods. https://doi.org/10.1002/9781118901731.iecrm0270
Marx, D. M., Stapel, D. A., & Muller, D. (2005). We can do it: The interplay of construal
orientation and social comparison under threat. Journal of Personality and Social
Psychology, 88(3), 432–446. https://doi.org/10.1037/0022-3514.88.3.432
44

Massey, D. S., & Fischer, M. J. (2005). Stereotype threat and academic performance: New
findings from a racially diverse sample of college freshmen. Du Bois Review, 2(1), 45–
67. https://doi.org/10.1017/S1742058X05050058
Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and
implementation (4th Ed.). Wiley..
National Center for Education Statistics. (2017). 2004/2009 beginning postsecondary students
longitudinal study restricted-use data file (including the 2015 Federal Student Aid
Supplement and postsecondary education transcripts). (NCES 2018412).
https://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2018412
National Center for Education Statistics. (2020a). College navigator.
https://nces.ed.gov/collegenavigator/
National Center for Education Statistics. (2020b). Health and STEM career expectations and
science literacy achievement of U.S. 15-Year-Old Students (NCES 2020-034). U.S.
Department of Education.
National Center for Science and Engineering Statistics. (2019). Women, Minorities, and persons
with disabilities in science and engineering (NSF 19-304). National Science Foundation.
https://ncses.nsf.gov/pubs/nsf19304/digest
National Science Foundation. (2015). S&E degrees, by race/ethnicity of recipients: 2002–12 (No
NSF 15-321). http://www.nsf.gov/statistics/2015/nsf15321/pdf/nsf15321.pdf
National Institutes of Health. (2017). Sociocultural factors. Stereotype threat definition.
https://diversity.nih.gov/sociocultural-factors/stereotype-threat
45

Picho, & Brown, S. W. (2011). Can Stereotype Threat Be Measured? A Validation of the Social
Identities and Attitudes Scale (SIAS). Journal of Advanced Academics, 22(3), 374–411.
https://doi.org/10.1177/1932202X1102200302
Pieterse, A., & Powell, S. (2016). A theoretical overview of the impact of racism on people of
color. In A. N. Alvarez, C. T. H. Liang, & H. A. Neville (Eds.), The cost of racism for
people of color: Contextualizing experiences of discrimination (pp. 11–30). American
Psychological Association. https://doi.org/10.1037/14852-002
Purdie-Vaughns, V., Steele, C. M., Davies, P. G., Ditlmann, R., & Crosby, J. R. (2008). Social
identity contingencies: How diversity cues signal threat or safety for African Americans
in mainstream institutions. Journal of Personality and Social Psychology, 94(4), 615–
630. https://doi.org/10.1037/0022-3514.94.4.615
Reducing Stereotype Threat. (2015). Reducing stereotype threat. Being at risk of confirming, as
self-characteristic, a negative stereotype about one’s group.
https://www.reducingstereotypethreat.org/home
Riegle-Crumb, C., King, B., & Irizarry, Y. (2019). Does STEM stand out? Examining
racial/ethnic gaps in persistence across postsecondary fields. Educational Researcher,
48(3), 133–144. https://doi.org/10.3102/0013189X19831006
Ryan, D., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new
directions. Contemporary Educational Psychology, 25(1), 54–67.
https://doi.org/10.1006/ceps.1999.1020
Santos, C. (2017). The history, struggles, and potential of the term Latinx. Latina/o. Psychology
Today, 4(2), 7–14.
Sauro, J. (2015). 5 Types of qualitative methods. https://measuringu.com/qual-methods/
46

Smith, W. A., Hung, M., & Franklin, J. D. (2011). Racial battle fatigue and the “mis”education
of Black men: Racial microaggressions, societal problems, and environmental stress. The
Journal of Negro Education, 80(1), 63–82.
Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and
performance. The American Psychologist, 52(6), 613–629. https://doi.org/10.1037/0003-
066X.52.6.613
Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of
African-Americans. Journal of Personality and Social Psychology, 69(5), 797–811.
https://doi.org/10.1037/0022-3514.69.5.797
Strayhorn, T. L., Long, L. L., Kitchen, J. A., Williams, M. S., & Stenz, M. E. (2013). Academic
and social barriers to Black and Latino male collegians’ success in engineering and
related STEM fields. https://commons.erau.edu/publication/295
Sy, S. R., & Brittian, A. (2008). The impact of family obligations on young women’s decisions
during the transition to college: A comparison of Latina, European American, and Asian
American students. Sex Roles, 58(9–10), 729–737. https://doi.org/10.1007/s11199-007-
9385-z
Taylor, W., & Walton, G. (2011). Stereotype threat undermines academic learning. Personality
and Social Psychology Bulletin, 37(8), 1055–1067.
https://doi.org/10.1177/0146167211406506
Torres, K. C., & Charles, C. Z. (2004). Metastereotypes and the Black-White divide: A
qualitative view of race on an elite college campus. Du Bois Review, 1(1), 115–149.
https://doi.org/10.1017/S1742058X0404007X
47

University of Colorado Boulder Center for Teaching & Learning. (2020). Stereotype threat.
https://www.colorado.edu/center/teaching-learning/inclusivity/stereotype-threat
U.S. Bureau of Labor Statistics. (2020). Occupational outlook handbook.
https://www.bls.gov/ooh/home.htm
U.S. Department of Education. (2014). National Center for Education Statistics. STEM Attrition:
College students’ paths into and out of STEM fields. Statistical Analysis Report (NCES
2014-001). https://nces.ed.gov/pubs2014/2014001rev.pdf

48

Appendix A: STEM Statistics
Table A1
Excerpt of Table 2 From U.S. Department of Education, Statistical Analysis Report
STEM entrants among
beginning bachelor’s
degree or certificate
STEM entrants among
beginning associate’s
degree students
Demographic, precollege
academic, and postsecondary
enrollment characteristics
Left PSE
without a
degree or
certificate
Switched
major to a
non-
STEM
field
Left PSE
without a
degree or
certificate
Switched
major to a
non-
STEM
field
Total 20.2 28.1 36.5 32.8
Sex
Male 23.7 25.5 38.0 28.8
Female 14.2 32.4 32.7 42.6
Race/ethnicity
White 19.8 28.1 35.8 30.3
Black 29.3 36.0 41.5 36.3
Hispanic 23.1 26.4 39.9 37.6
Asian 9.8 22.6 26.2 28.1
All other races 20.5 25.4 33.4 48.9
Highest education of parents
High school or less 30.1 28.8 35.8 34.2
Some college 22.1 27.2 42.1 31.5
Bachelor’s degree or higher 16.6 27.9 31.6 32.8
Income level in 2003–04
Lowest 25 percent 29.2 28.6 45.9 25.1
Lower middle 25 percent 21.6 28.4 27.9 38.8
Upper middle 25 percent 18.2 27.5 29.6 34.1
Highest 25 percent 15.4 28.0 42.6 34.1
Highest mathematics in high
school

Skipped 46.9 27.1 46.6 28.1
None of the following 40.6 17.4 47.1 24.3
Algebra II/trigonometry 26.7 32.5 31.0 38.9
Pre-calculus 19.6 32.1 27.3 32.6
Calculus 12.0 23.7 28.7 37.1
High school GPA
Skipped 33.2 26.9 40.5 30.8
Less than 2.50 45.8 25.3 41.8 36.3
2.50–2.99 24.6 32.9 37.5 30.4
3.00–3.49 22.1 32.5 36.2 31.3
3.50 or higher 14.1 25.5 21.8 30.8
49

STEM entrants among
beginning bachelor’s
degree or certificate
STEM entrants among
beginning associate’s
degree students
Demographic, precollege
academic, and postsecondary
enrollment characteristics
Left PSE
without a
degree or
certificate
Switched
major to a
non-
STEM
field
Left PSE
without a
degree or
certificate
Switched
major to a
non-
STEM
field
Selectivity of institution attended
Very selective 11.5 26.1
Moderately selective 18.2 30.3
Minimally selective/open
admission
38.4 26.4

Note. From STEM Attrition: College Students’ Paths Into and Out of STEM Fields (p. 18) by
U.S. Department of Education (NCES 2014-001), 2014. U.S. Department of Education.
50

Figure A1
STEM Bachelor’s Degrees as a Percentage of Total Bachelor’s Degrees Conferred by
Postsecondary Institutions, by Race/Ethnicity: Academic Year 2015–16

51

Appendix B: Ethics
According to Merriam and Tisdell (2017) ethical dilemmas are likely to emerge with
regards to data collection and findings (p. 261). Ethics remained a priority throughout the study.
Following the methods and procedures as outlined in the methodology section were paramount
to ensuring high ethical standards. Due to current events and public health restrictions,
interviews were conducted through Zoom. This technique helped build a level of trust and
rapport with the participant. The informed consent form was read to each participant prior to the
interview through an email from me requesting volunteers. The informed consent notified
potential volunteers of the researcher’s request to record the interview. The purpose of the study
and context that the research is part of a University of Southern California doctoral program
were made clear upfront. The informed consent form also briefly described the de-identification
process to make sure the participants understood how the data would be represented and stored.
Participants were offered a $25 Starbucks gift card for their participation and informed of their
rights to withdraw from the study at any time without penalty. Participants were offered the $25
Starbucks gift card if they withdrew. Participants had ample time to respond to the interview
questions and afforded the opportunity to skip questions they did not want to answer.
Potential risks to the participants included the loss of confidentiality and psychological
risk. Loss of confidentiality may occur due to certain traits about the participants becoming
identifiable in the findings. For example, a Black or Latinx interviewee may be identified by
someone with knowledge of the university and S&E program. Psychological risks were
revisiting feelings of anxiety, anger and loss of self-esteem as a result of stereotype threat.
Mitigating those risks and protect the participant required certain steps. Confidentiality was
promised before, during, and after the study by reiterating that participation was strictly
52

voluntary, the interview could be stopped at any time, and that any question could be skipped.
The participants’ names were replaced by pseudonyms, and email correspondence was masked
by removing personally identifiable information to safeguard confidentiality. The use of names
during the interview was part of the de-identification during transcription and coding. Lastly, this
study ensured the proper acknowledgement of the work of the authors used in the paper using
American Psychological Association referencing.

53

Appendix C: Interview Protocol
Research questions:
1. How, if at all, did group identity salience inform the experience of Black and Latinx
students?
2. What, if any, cultural stereotypes did Blacks and Latinx students perceive while they were in
their S&E programs?
3. To what extent, if any, did stereotype threat have on the academic motivation of Blacks and
Latinx students?
4. What role did cultural stereotypes play in the decisions of Black and Latinx students to
pursue S&E degree programs?
Respondent Type: Black and Latinx undergraduate students who left science or engineering
programs.
Introduction to the Interview:
I want to thank you for taking the time to meet with me to discuss your experiences while
enrolled in a science or engineering bachelor’s degree program. I am a doctoral student at the
University of Southern California, and I am interested to learn about how you felt in the campus
and classroom environment. This interview is confidential, and no one will have access to your
individual interview data, and no identifying information about you will be shared in any reports.
If you would like to stop at any time, please let me know. You also have the right to simply skip
a question you don’t want to answer. I would like to record this session. Do I have your
permission to do that? Do you have any questions before we begin? Do I have your verbal
consent to begin the interview?
54

Table C1
Interview Protocol
Interview questions Potential probes
What originally made you want to pursue an
undergraduate degree in science or
engineering?
Do you still have the same goals or
aspirations?
As you know I’m trying to understand the
experiences of Black and Latinx students who
were in S&E programs. How do you identify
racially?

At this point in the interview I am going to ask you some questions that may cause you to
revisit some uncomfortable feelings from your past. If you would like to stop at any time or
skip the question, please let me know.
While enrolled in a S&E program, did you ever
experience a time when your interaction with a
faculty member on campus was unpleasant? If
so, can you tell me about that?
Do you feel that it was racial in nature?
Why?
Can you tell me about your interactions with
students who are the same race/color/ethnicity
as you on campus?
Do you feel that your anxiety or comfort
levels are more manageable during those
interactions? If so, why?
Can you tell me about your interactions with
students of another race or ethnicity while you
were on campus?
How do you feel you do with treating
everyone the same?
Did you ever experience a time while in the
program when you were racially stereotyped? If
so, can you tell me about that?

At this point in the interview I am going to continue with some deeper questions that may
cause you to revisit some uncomfortable feelings from your past. Once again, if you would
like to stop at any time or skip the question, please let me know.
Did you ever experience a time during the
program when you felt that you were not smart
enough to enroll in a course because of your
race or ethnicity? If so, can you tell me about
that?
What stressors were prevalent?
55

Interview questions Potential probes
Did you ever experience a time while you were in
a class or lecture where you felt as if the room
was looking at you because of the color of your
skin? If so, can you tell me about that?
How did it make you feel physically?
During your time in the program, were you ever
made to feel that another race/ethnicity was
smarter at engineering? If so, can you tell me
about that?
How did that make you feel? Did you
agree or disagree?
During your time in the program, were you ever
made to feel like you were naturally good at
something simply because of your
race/ethnicity?

Tell me about a time in the program when you felt
like you were better suited for a different
course of study because of your race/ethnicity?
Can you elaborate?
Is there anything else you would like to share?

Conclusion to the Interview:
Thank you so much for your time today. I appreciate being able to speak with you and hear about
your experiences. The next step is that I am going to transcribe what we spoke about today, and I
will email it to you so that you can confirm that I have accurately captured what you were
saying. If possible, may I contact you if I have any additional questions? Thank you and enjoy
the rest of your day.

56

Appendix D: The Researcher
I was born in San Diego, California, to a naval aviation mechanic and a stay-at-home
mom. At a very young age, I found myself intrigued by space, the solar system, trains, airplanes,
and just about anything related to science. Although I never truly stayed focused on one
particular thing I wanted to be when I grew up, the longest-running ambition I had was to be an
astronaut or mechanical engineer. As I recall my childhood and high school experiences, I cannot
think of any science and engineering outreach programs that targeted elementary or high school
students, but that didn’t mean that I didn’t want to do something with engineering or space. I can
remember consistently hearing that unless you get straight As and a high SAT score, then
achieving those goals was not possible. However, I don’t remember those comments being said
to my White classmates.
I was not a poor student and most often maintained a grade point average above a 3.0, but
comments and negative feedback continued to have an effect on my overall motivation to pursue
education in science, engineering, math, or technology. I found myself not wanting to be a
stereotyped Black teen in high school, so I stayed away from sports and immersed myself in the
Junior Reserve Officer Training Corps (JROTC) program. I became very successful in the
program and, by my senior year, achieved the highest rank possible of cadet Lieutenant Colonel
and represented my high school within the school district. This achievement ultimately resulted
in my acceptance to the New Mexico Military Academy (NMMI). NMMI is a two-year
commissioning military academy located in Roswell, New Mexico.
Upon arrival at NMMI, I found myself still experiencing unconscious bias, racism and
negative feedback. This occurred through being asked questions such as “Are you receiving
financial aid or on a payment plan? Hey, are you good at basketball, or are you one of those
57

Black guys that can’t play? I thought all Black guys could run fast.” Ultimately, my low self-
efficacy resulted in me dropping out of the program only a few months after arriving.
A few years later, I joined the Army Reserves and started traveling the world at every
opportunity possible. It was at that time that I realized that if I wasn’t going to be an engineer,
then I should at least work in an industry that offered me meaningful work that made a difference
and impact on society. It was at that time that I focused on obtaining employment in the federal
sector and became a Department of the Army federal employee. I did not decide to pursue higher
education until later down the road. Now, as a 43-year-old Black male, I have worked in human
resources management and human capital for 22 years and hold an Associate of Arts in Business
Administration, a Bachelor of Business Administration, and a Master of Business Administration
(Project Management). However, human resources management was not the career path that I
hoped to achieve, but it is a career I have been proud to enjoy.
I provide this background to say that I am aware of the potential for my experiences and
biases to potentially view the data research in a personal context, inadvertently show facial
expressions when conducting interviews, and offering follow-on questions that may lead the
respondent to a specific feeling or answer. During this study, my goal is to continually be aware
of my positionality and biases to prevent them from influencing my research and the study. I
want to better understand the experiences of other Black students and Latinx students, their own
stereotype threat, negative feedback they may have received, and how it might have affected
their decisions in S&E education.

58

Appendix D: Limitations and Delimitations
Creswell (2012) defined limitations as potential weaknesses or problems in the study that
cannot be controlled. Potential limitations for this study include the accuracy of the participants’
background with regards to S&E programs (i.e. their enrollment in S&E programs, leaving
voluntarily). Also, my positionality as a Black man may introduce some bias during coding, as I
view participants’ experiences through the lens of my personal experience. Unconscious displays
of body language during the discussion may have led the interviewee to provide responses they
may think I wanted to hear. The study was limited to the perspective, knowledge, and perception
of Black and Latinx students and their willingness to share with the researcher.
Creswell (2012) defined delimitations as that which may affect the study and can be
controlled. I focused on Black and Latinx students as opposed to all people of color, which is
outside of the scope of this study. I chose this focus of study due to my professional career with
the U.S. Army Corps of Engineers and interest in improving Black and Latinx participation in
STEM education. The focus on science and engineering may help my organization gain a better
understanding of stereotype threat as a theory and its effect on Black and Latinx students.

Abstract (if available)

Abstract This research explores the role of stereotype threat on Black and Latinx students’ experiences in science and engineering (S&E) bachelor’s degree programs. Stereotype threat contributes to Black and Latinx students’ reduced academic focus in undergraduate S&E academic environments. This study shows the importance of examining stereotype threat and understanding ways to reduce the negative impact on students. Decreasing stereotype threat can help increase Black and Latinx academic enrollment in S&E and improve the overall campus experience. This study’s broad contributions and multiple findings add meaningful discussion about student experiences, cultural stereotypes they have faced and motivations pursuing a S&E program.

Linked assets

University of Southern California Dissertations and Theses

Conceptually similar

PDF

Addressing degree completion among Latinx working adults

PDF

Factors related to transfer and graduation in Latinx community college students

PDF

An examination of the perceptions of Latina leaders in STEM: identity, culture, and institutional racism

PDF

The relationship between Latinx undergraduate students’ mental health and college graduation rates

PDF

Graduating with faith: the impact of family, culture, and mentorship on Latino males in a Catholic high school

PDF

The lack of Black women in higher education executive leadership in four-year colleges and universities

PDF

Addressing the education debt: how community college educators utilize culturally relevant pedagogy to support Black and Latinx student success

PDF

Black and [mis]educated: the Black American adult’s perspective of the U.S. K–12 public school system

PDF

International student perceptions of threat in U.S. higher education

PDF

Underemployment among U.S. military veterans in the private sector after transitioning from the military

PDF

When we have survived: understanding internalized racial oppression, antiBlackness, and Indigenous erasure in Latine professionals

PDF

Addressing the underrepresentation of women in undergraduate science, technology, engineering, and math: a focus on African American and Hispanic women in community college and university programs

PDF

Underrepresented and underserved: barriers to academic success for students of color in higher education

PDF

The effects of technology on the mathematical achievement of Black and Latinx students

PDF

Promoting diversity: reactions to corporate actions that support anti-racism efforts

PDF

Problems and solutions for school counselors supporting Black and Latinx students in the 21st century

PDF

Toxic leadership and U.S. Army special forces: a qualitative, phenomenological Study

PDF

Black women’s mental health is impacted by the unjust killing of their unarmed Black relatives in America

PDF

Racism, discrimination and stereotypes: the cost of success for Black women in the workplace

PDF

The underrepresentation of Latinx in entrepreneurship and the identification of social, societal, and institutional barriers to close the gap

Asset Metadata

Creator Green, George Phillip, Jr. (author)

Core Title The consequences of stereotype threat on Black and Latinx students in science and engineering

School Rossier School of Education

Degree Doctor of Education

Degree Program Organizational Change and Leadership (On Line)

Degree Conferral Date 2022-05

Publication Date 03/05/2022

Defense Date 02/23/2022

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag Black,cultural stereotypes,Engineering,Latinx,OAI-PMH Harvest,Science,stereotype threat

Format application/pdf (imt)

Language English

Contributor Electronically uploaded by the author (provenance)

Advisor Ott, Maria (committee chair), Hinga, Briana (committee member), Robles, Darline P. (committee member)

Creator Email georgegreen1@yahoo.com,gpgreen@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC110768079

Unique identifier UC110768079

Legacy Identifier etd-GreenGeorg-10423

Document Type Dissertation

Format application/pdf (imt)

Rights Green, George Phillip, Jr.

Type texts

Source 20220308-usctheses-batch-915 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright. The original signature page accompanying the original submission of the work to the USC Libraries is retained by the USC Libraries and a copy of it may be obtained by authorized requesters contacting the repository e-mail address given.

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email cisadmin@lib.usc.edu