Date of Conferral

2022

Degree

Doctor of Psychology (Psy.D.)

School

Psychology

Advisor

Dr. Rhonda Bohs

Abstract

AbstractUnderrepresented Black men entering the science, technology, engineering, and math (STEM) career fields are expected to receive fewer than 6% of all bachelor’s degrees awarded in these fields. In addition, a lack of attention has been given to social capital as a function related to increased self-efficacy obtained through minority mentoring and enrichment programs. This phenomenological study aimed to show the lived experiences of Black male undergraduate students who used STEM mentoring and enrichment programs to increase their self-efficacy and development of social capital. The theoretical framework for this study was Bandura’s theory of self-efficacy and Putman’s theory of social capital. Purposeful sampling and interviews were used to collect data from the lived experiences of seven Black male undergraduate students from various historically White institutions (HWIs) of higher learning located on the Eastern shoreline of the United States. Purposeful sampling allowed for identifying and selecting participants who could share meaningful experiences related to this phenomenological study. The data were analyzed and results indicated that minority STEM mentoring and enrichment programs are critical components in developing social capital and the enhancement of self-efficacy among Black male students who attend HWIs. Potential implications for positive social change could result for HWI policymakers, administrators, and educators who may benefit from the results of this study to begin to create academic environments that ensure academic success and equality in the STEM career fields for all students of color, especially Black male students.

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