Date of Award

2020

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

Abstract

This qualitative research study focused on the experiences of high-achieving Black collegiate women at historically Black colleges and universities (HBCUs) in science, technology, engineering, and mathematics (STEMs) majors. Black women experience college differently than other minoritized groups. Their experiences with Education, racism, sexism, and oppression shape who they are and how they navigate college. Current literature on high-achieving students derives from gifted and talented Education. Gifted, talented, and high-achieving in the context of Education does not have a definition. Often individual researchers provide some version of the meaning of gifted and talented Education. For this research study, the definition of high-achieving” was participants academic qualification for Cum Laude, Magna Cum Laude, and Summa Cum Laude. The unique experiences of 21 high-achieving Black collegiate students include stereotypes, triumph, and identity negotiation. These students move through college differently and often with the help of other minoritized faculty and staff members. Mentorship and othermothering have contributed to the success of high-achieving Black collegiate students. Further, the experiences of high-achieving Black collegiate students at HBCUs is an area that needs further research. Current articles provide the narratives of these students in the STEM field. Throughout thisDissertation research study several themes were found. The major themes for this study were family, support, support, friendship and race. The subthemes for this study were trauma, legacy status, and involvement. Participants shared many experiences that connected to one of the mentioned themes that helped shape their college journey. This study provides a robust discussion with recommendations and implications for higher Education.

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