Native-Born and Foreign-Born Black Students in STEM: Addressing STEM Identity and Belonging Barriers and their Effects on STEM Retention and Persistence at the Two Year College

摘要

Two-year colleges provide a rich, diverse student population (people of color, women, older students, veterans, foreign born students, international students, first-generation college-goers, low-income, and working parents) with access to higher education who thus have the potential to increase participation of underrepresented students in STEM. Unfortunately, graduation and transfer rates for black students (native-born and foreign-born) are still significantly lower than those of their non-black counterparts (with the exception of Pacific Islanders and Native Americans) at both the two-year college and four-year college.