This study explores the pathways to K–12 Science, Technology, Engineering and Mathematics instruction among Black/African American males in the Discovery Research Education for African American Men in STEM to Teach (DREAMS to Teach) program at Morehouse College, a Historically Black College and University located in Southwest Atlanta, Georgia. Many studies articulate the importance of cultural alignment between students and their instructors’ influence on STEM participation and persistence. This study investigates the pathways of Black males who successfully overcome barriers and subsequently choose to persist (or not) in STEM and STEM K–12 instruction in particular. Findings suggest that although DRK–12 Dreams to Teach participants arrive at Morehouse less prepared to pursue STEM degrees than other Morehouse STEM students, they catch up and are retained in STEM and are on track to graduate at the same rate. This study improves our understanding of STEM persistence and K–12 instruction in the context of a federally funded, STEM-focused intervention targeting African American males.
Trawick, C., Monroe-White, T., Tola, J. A., Clayton, J. P., & Haynes, J. K. (2020). K–12 DREAMS to Teach Program at Morehouse College. Journal of College Science Teaching, 49(5).