Identifying Contributing Factors of Black American Females’ Long-Term Persistence in Stem Education: A Qualitative Phenomenological Study

The purpose of this study was to gain insights into contributing factors that have shaped the experiences of eight Black American females who pursued STEM education as they persisted from the secondary education setting to their collegiate setting in a STEM major. This qualitative phenomenological study collected data through in-depth semi-structured interviews with Black American female juniors and seniors studying at four different four-year institutions, all pursuing degrees in STEM-related fields. Demographic surveys and memo writing were incorporated to enhance the data analysis. To explore the lived experiences of Black American females in STEM education and identify factors that contributed to their persistence in their STEM journey, the researcher used Black feminist thought theoretical framework to guide the study. The data collected were analyzed using an open coding method, followed by axial coding to ensure an accurate interpretation of the findings. The results revealed that both formal and informal participation in STEM programs during the early academic years significantly influenced students’ decisions to pursue a STEM degree at the collegiate level. Key factors contributing to the persistence of the eight participants in STEM education included parental support, encouragement from family members, financial stability, and the presence of positive community networks. Access to and participation in STEM programs during pre-college years are essential for shaping the aspirations of Black American female students, providing critical insights for creating more inclusive and supportive educational environments.