International Journal of Social Policy & Education

ISSN 2689-4998 (print), 2689-5013 (online)

Exploring community colleges' role in the success of African American women in STEM undergraduate programs at HBCUs.

Dimitra Jackson Smith, John Kuykendall & Joy Jackson


African American females have been cited as viable options to fulfill positions in the STEM workforce. Given the need for prepared individuals in STEM and the projected increase of minorities representing a large portion of the U.S. population by 2050, African Americans remain a strong talent. Even with this information, the literature is limited regarding female African American community college transfer students' STEM experiences in the HBCU environment. With HBCUs educating many Americans in STEM and a large population of African American women in the community college environment, this population's voices are essential to the community college and HBCU environments. Utilizing Triple Quandary Theory and Jackson-Smith’s Model of STEM Education, Preparation and Career Exploration, this study explores community colleges' role in preparing African American female community college transfer students in STEM from the community college to the HBCU environment. Implications are provided based on the overall results of this study.