Forging STEM Pathways for Black Girls: An Exploratory Analysis of High School, College, and Career Trends

Abstract

The purpose of this article is to characterize the science, technology, engineering, and mathematics (STEM) pipeline for Black adolescent female students by reviewing trends in (1) Advanced Placement (AP) test performance, (2) college enrollment decisions, (3) degree attainment, and (4) early career choices. This article examined quantitative trends across these four transition points in the STEM pipeline to inform the academic preparation of Black girls for success in postsecondary STEM endeavors. The findings from this review indicate that AP test participation and success often mirror Black female student STEM college major decisions. Yet, early STEM employment trends indicate many nuances that warrant further investigation. The theoretical and practical contributions of these data are noteworthy, given that the data presented are often alluded to but have yet to be synthesized and presented in a manner that informs practice. Based on these data, we provide recommendations for identifying, preparing, mentoring, and retaining Black women and girls in STEM.