HBCUs and Production of African-American Science and Mathematics Teachers

The need for science and mathematics teachers in the nation's schools is more significant than ever. As one solution to this problem, scientific evidence is needed concerning best practice in teacher education in traditional and alternative programs. Historically Black Colleges and Universities (HBCUs) are critical contexts in the training of African American teachers. Although HBCUs constitute less than 4% of all higher education institutions, in the 1990s more than half of all African-American teachers were graduates of HBCUs. Yet the representation of African American science and mathematics teachers remains diminished. Current policy attention is strongly focused on the pipeline and preparation of the nation's teachers, particularly in high-need subjects such as science and mathematics. Without replenishing the supply of highly-qualified African-American science and mathematics teachers, the continuation of future cohorts of African-American scientists and mathematicians is in jeopardy. This education research project utilizes mixed-methods to examine factors related to success in producing African American science and mathematics teachers at HBCUs. The presentation will explore results from the first year of a longitudinal cohort survey of STEM freshmen at a flagship HBCU. The purpose of the longitudinal survey is to assess students' academic development and success in STEM at the start of college and over time, and to examine students' pathways into different STEM careers --particularly secondary science and math teaching. The survey instrument is a comprehensive assessment of students' educational and demographic backgrounds; achievement goals; academic efficacy; racial, gender and ego identities; learning strategies; course experiences; and institutional integration and satisfaction. The discussion will focus on two research questions: what are the baseline characteristics (motivational; demographic; science and family background) of the freshman STEM cohort at the beginning of their first time in college? And, what are the freshmen cohort's perceptions and attitudes about secondary school science or mathematics teaching as a career? The baseline statistics provide important information for measuring the “valued added” of STEM undergraduate training at an HBCU over time. In addition, students' perceptions of teaching as a career suggest that one major policy challenge is improving the status and pay of teaching as well as work conditions and support for teachers.