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An Investigation of Black Males in Advanced Placement Math and Science Courses and Their Perceptions of Identity Related to STEM Possibilities

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Title: An Investigation of Black Males in Advanced Placement Math and Science Courses and Their Perceptions of Identity Related to STEM Possibilities
Language: English
Authors: Flowers, Alonzo M., III (ORCID 0000-0003-0829-5168), Banda, Rosa M.
Source: Gifted Child Today. Jul 2019 42(3):129-139.
Availability: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Peer Reviewed: Y
Page Count: 11
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: African American Students, Males, STEM Education, Advanced Placement, Science Education, Mathematics Education, Student Attitudes, Self Efficacy, Identification (Psychology), Self Concept, Values, High School Students
DOI: 10.1177/1076217519842213
ISSN: 1076-2175
Abstract: Given the need to increase Black males' participation in science, technology, engineering and mathematics (STEM), this study employed a multiple case studies approach to investigate the perceptions of identity to STEM possibilities of Black males who participated in advanced placement and math and science courses. A conceptual framework of self-efficacy and science identity was utilized to examine their perceptions. Three themes that emerged from data analysis included the following: "Establishing the Possibilities of a STEM Identity", "Self-Efficacy: Conflicting Self-Identity Formation", and "Community Support Integral to Positive Self-Identity". The authors offer three recommendations for practitioners to cultivate Black males' STEM identity and, subsequently, STEM possibilities in the future.
Abstractor: As Provided
Entry Date: 2019
Accession Number: EJ1219781
Database: ERIC
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  Value: <anid>AN0137092772;gct01jul.19;2025Aug11.10:11;v2.2.500</anid> <title id="AN0137092772-1">An Investigation of Black Males in Advanced Placement Math and Science Courses and Their Perceptions of Identity Related to STEM Possibilities </title> <p>Given the need to increase Black males' participation in science, technology, engineering and mathematics (STEM), this study employed a multiple case studies approach to investigate the perceptions of identity to STEM possibilities of Black males who participated in advanced placement and math and science courses. A conceptual framework of self-efficacy and science identity was utilized to examine their perceptions. Three themes that emerged from data analysis included the following: Establishing the Possibilities of a STEM Identity, Self-Efficacy: Conflicting Self-Identity Formation, and Community Support Integral to Positive Self-Identity. The authors offer three recommendations for practitioners to cultivate Black males' STEM identity and, subsequently, STEM possibilities in the future.</p> <p>Keywords: Black males; advanced placement courses; STEM identity</p> <p>"The more education you have the better off you will be. Those are the values that have been instilled within me for my life."</p> <p>Because the United States is projected to be a majority-minority country by 2043 ([<reflink idref="bib24" id="ref1">24</reflink>]), the urgency to increase the success of minorities in science, technology, engineering and mathematics (STEM) fields has been noted to be one of national interests ([<reflink idref="bib23" id="ref2">23</reflink>]; [<reflink idref="bib28" id="ref3">28</reflink>]). Among many other strategies, ample empirical research ([<reflink idref="bib1" id="ref4">1</reflink>]; [<reflink idref="bib2" id="ref5">2</reflink>]; [<reflink idref="bib19" id="ref6">19</reflink>]; [<reflink idref="bib36" id="ref7">36</reflink>]) has established a positive relationship between participation in advanced placement (AP) courses and STEM degree completion in college. On a practical level, AP coursework can help prepare students for what to expect in college and award college credit if students pass exam ([<reflink idref="bib10" id="ref8">10</reflink>]). However, [<reflink idref="bib11" id="ref9">11</reflink>] reported that males (43.5%) are less likely to take the AP exam than females (56.5%). With further disaggregation of data, the researchers also noted that only 6% of Black students took the AP exam as compared with 11.9% of White students ([<reflink idref="bib11" id="ref10">11</reflink>]). On a larger scale, gaps in successful completion of AP courses by minoritized populations (e.g., Black males) result in what economists refer to as a "permanent national recession" ([<reflink idref="bib6" id="ref11">6</reflink>]). Such a recession limits access to attain middle-class status, which subsequently impedes full participation in a democratic society as it pertains to health and financial contributions to larger society ([<reflink idref="bib20" id="ref12">20</reflink>]). Given the broad societal ramifications of AP success, particularly in subjects such as science and mathematics and their importance to STEM possibilities in college, further exploration is warranted when it comes to Black male participation. Although the purpose of this study focuses on Black males, we do not negate the realization that further research on Black females as well as other minoritized populations is also warranted. Specifically, this article focuses on the role of AP courses in high school as a possible conduit for STEM possibilities for Black males and the courses' ability to cultivate a perception of STEM self-efficacy and science identity within college-going focused environments.</p> <hd id="AN0137092772-2">Literature Review</hd> <p>Because STEM education in the United States remains predominantly White and male-dominated, programs that focus on increasing the participation of minoritized students have been of great interest to organizations, universities, and national agencies (e.g., National Science Foundation) alike. For example, the [<reflink idref="bib25" id="ref13">25</reflink>] reported that underrepresented minoritized males, defined here as Hispanic, Black, American Indian/Alaska Native, were awarded only 10%, 6%, and 0.4% of all science and engineering bachelor's degrees in 2014, respectively. Several methods to increase minoritized students' interest, participation, matriculation, and completion of STEM undergraduate degrees have been discussed throughout the scholarly community—from primary to postsecondary school officials and researchers. To be sure, there is a multitude of programmatic ventures that have sought to mitigate the increasing gap in STEM degree attainment between minorities and nonminorities. AP courses are one effort that seeks to expand the STEM possibilities of high school students as they begin to map their postsecondary trajectory.</p> <p>AP courses date back to 1955 and were designed with the intent to provide students an opportunity to take courses at the college level ([<reflink idref="bib9" id="ref14">9</reflink>]). The College Board noted patterns between minoritized and low-income populations as less likely to attain a high school diploma, attend college, and graduate with a college degree when compared with White and middle-class families ([<reflink idref="bib31" id="ref15">31</reflink>]). As such, AP courses, despite their intent to create some equity in achievement across racial categories and income levels, minority and low-income students' access and pass rates on AP exams, remain discouraging ([<reflink idref="bib17" id="ref16">17</reflink>]). [<reflink idref="bib31" id="ref17">31</reflink>] further noted that although participation in AP courses continue to increase among all groups, program expansion has not corrected the gaps for participation based on race/ethnicity or socioeconomic status. The [<reflink idref="bib10" id="ref18">10</reflink>] reported that 56% of Whites comprised the AP population, while Hispanics comprised 18%, Asians 10%, and Blacks 9% of the AP population. These statistics, in other words, suggest that inequity exists in access to and successful completion of AP courses by minoritized students or by students whose families are low-income.</p> <p>The inequities that exist in regard to access and successful completion of AP courses are particularly relevant for increasing the percentage of STEM participation at a social level. [<reflink idref="bib33" id="ref19">33</reflink>] note that increasing the rigor of P-12 STEM education is integral to improving STEM success at a postsecondary level. Research has found that students were more likely to declare a major in fields such as mathematics, computer science, physical science, and biological sciences if they had taken an AP exam in a related field in high school ([<reflink idref="bib19" id="ref20">19</reflink>]). Similarly, [<reflink idref="bib36" id="ref21">36</reflink>], using a national sample, found that students who took AP exams in mathematics and science were more likely to pursue and complete a science-related undergraduate degree. Similarly, students who declared a physical science or mathematics major in high school and who took three or more AP exams were indeed pursuing such degree as juniors in college ([<reflink idref="bib32" id="ref22">32</reflink>]). Further research by [<reflink idref="bib1" id="ref23">1</reflink>] found that earning AP calculus credit and taking three or more AP exams in STEM-related areas in high school were important predictors to their persistence in STEM at the postsecondary level. These studies suggest that the role of AP courses is integral to students' intent to pursue and persist in STEM disciplines once in college.</p> <p>Although these studies note a significant relationship between AP courses and overall STEM participation in college, there is limited research on whether similar relationships exist for underrepresented minoritized populations (e.g., Blacks, Hispanics, first-generation, women; [<reflink idref="bib22" id="ref24">22</reflink>]). To address the nuances in the relationship between AP courses and interest, intent, and persistence to degree attainment in STEM at a postsecondary level, [<reflink idref="bib22" id="ref25">22</reflink>] utilized descriptive statistics to examine whether any subgroup differences exist. In regard to both gender and race, they found that these subgroups of students who had taken an AP exam attained a STEM degree at a higher proportion than the same subgroup of students who did not take an AP exam in high school. As there is a positive relationship between successful completion of mathematics and science AP exams and the increased likelihood of the intent to pursue and persist in STEM disciplines at a postsecondary level, we wanted to further examine this relationship as it relates to Black males.</p> <hd id="AN0137092772-3">Conceptual Framework</hd> <p>The conceptual framework for this study is taken from two bodies of literature of self-efficacy ([<reflink idref="bib4" id="ref26">4</reflink>]) and science identity ([<reflink idref="bib8" id="ref27">8</reflink>]). [<reflink idref="bib4" id="ref28">4</reflink>] work on self-efficacy posits that bidirectional interaction between personal factors, behavior, and external environment are paramount to achievement. More specifically, self-efficacy refers to an individual's belief about his or her ability to perform a specific task within a particular domain ([<reflink idref="bib4" id="ref29">4</reflink>], [<reflink idref="bib5" id="ref30">5</reflink>]). An individual, for instance, can be efficacious about her or his confidence in math or science (e.g., biology, physics). Self-efficacy, more importantly, refers to individuals' ability to structure and execute the necessary actions to achieve a specific goal ([<reflink idref="bib4" id="ref31">4</reflink>], [<reflink idref="bib5" id="ref32">5</reflink>]). [<reflink idref="bib29" id="ref33">29</reflink>] assert individuals with higher self-efficacy are more apt to not only set more challenging goals but are also more committed to attaining set goals.</p> <p>Self-efficacy beliefs are rudimentary in four primary sources of information: mastery experience, vicarious experience, social persuasion, and physiological reaction ([<reflink idref="bib4" id="ref34">4</reflink>], [<reflink idref="bib5" id="ref35">5</reflink>]; [<reflink idref="bib26" id="ref36">26</reflink>]). Mastery experience refers to task performance in past experience pertinent to an individual's ability to be cognizant, learn, and apply strategies necessary for successful execution of a task ([<reflink idref="bib5" id="ref37">5</reflink>]). Vicarious experience refers to learning as a result of observing others who perform tasks effectively. Social persuasion refers to insight, encouragement, and support that individuals receive from parents, professors/teachers, peers (e.g., influential people). Physiological reaction refers to the physical and emotional states of individuals and how that affects self-efficacy beliefs ([<reflink idref="bib4" id="ref38">4</reflink>], [<reflink idref="bib5" id="ref39">5</reflink>]).</p> <p>[<reflink idref="bib14" id="ref40">14</reflink>] assert that [<reflink idref="bib8" id="ref41">8</reflink>] theory of science identity, which is comprised of competency, performance, and recognition, is similarly aligned with the construct of self-efficacy ([<reflink idref="bib4" id="ref42">4</reflink>]). [<reflink idref="bib8" id="ref43">8</reflink>] posit that the aforementioned are vital to the cultivation of a science identity. Competency refers to how an individual understands science. Performance refers to how an individual understands and utilizes science practices. Recognition refers to how an individual gains recognition as a contributing member of the science community ([<reflink idref="bib8" id="ref44">8</reflink>]). Although situated within the context of science identity, competency and performance are comparable with mastery experiences, and recognition is comparable with social persuasion ([<reflink idref="bib14" id="ref45">14</reflink>]) as sources of self-efficacy. While [<reflink idref="bib4" id="ref46">4</reflink>] work illuminates the construct of self-efficacy on four premises, [<reflink idref="bib8" id="ref47">8</reflink>] contextualizes comparable constructs that expand the sources of self-efficacy as vital to the cultivation of a science identity.</p> <p>More explicitly, the core of the conceptual frameworks suggests that self-efficacy ([<reflink idref="bib4" id="ref48">4</reflink>]) is integral to the cultivation of a science identity ([<reflink idref="bib8" id="ref49">8</reflink>]). Given the continued underrepresentation of Black males in STEM disciplines, the need to increase self-efficacy via successful completion of AP math and science-related courses can be the first step in cultivating a science identity. As previously noted, research has found a correlation between successful completion of an AP math or science-related course with the intent to choose a STEM major in postsecondary schooling ([<reflink idref="bib16" id="ref50">16</reflink>]; [<reflink idref="bib19" id="ref51">19</reflink>]; [<reflink idref="bib22" id="ref52">22</reflink>]; [<reflink idref="bib32" id="ref53">32</reflink>]; [<reflink idref="bib36" id="ref54">36</reflink>]) and, more importantly, increased likelihood of persistence in a STEM undergraduate degree ([<reflink idref="bib1" id="ref55">1</reflink>]; [<reflink idref="bib36" id="ref56">36</reflink>]). To build self-efficacy, individuals must learn how to plan and execute strategies for successful completion of given task. The aforementioned is an example of <emph>mastery experience</emph> as it suggests that high school students who take AP math and science-related courses must learn how to successfully gain and apply knowledge to pass an AP exam to gain college credit. Within an AP class, one can rely on a setting that allows students to take courses with like students to gain the same knowledge and achieve the same goals which denotes an opportunity for <emph>vicarious experience</emph>. Success in AP courses is also possible with encouragement from influential people in the lives of students (e.g., teachers, family, peers; [<reflink idref="bib15" id="ref57">15</reflink>]), which reflects <emph>social persuasion</emph>. The three previously mentioned constructs, if successful, can lead to a <emph>physiological experience</emph> that begins to cultivate students' self-efficacy. When students take and successfully complete AP math and science-related courses, the increase in their self-efficacy reflects the premise of <emph>competency</emph> as noted by [<reflink idref="bib8" id="ref58">8</reflink>] model. Moreover, by successfully completing AP math and science-related courses, students recognize their <emph>performance</emph> by the college credit awarded for their efforts, which, in turn, contributes to their ability to <emph>recognize</emph> themselves as successful members of the STEM community. A combination of the aforementioned constructs, in other words, is crucial to the cultivation of self-efficacy that can have implications for future STEM possibilities.</p> <hd id="AN0137092772-4">Purpose of the Study</hd> <p>Within the context of this study, Black males' experiences were examined with specific emphasis on the college-going environment found in AP biology and calculus courses. Disparities in minority males' achievement in STEM disciplines have been attributed to numerous factors including, but not limited to, low expectations, inadequate resources, poverty, poor performance in mathematics and science classes in high school, inadequate parental support, and lack of positive mentors ([<reflink idref="bib7" id="ref59">7</reflink>]; [<reflink idref="bib35" id="ref60">35</reflink>]). All of these factors adversely affect self-efficacy and, ultimately, the cultivation of a science identity. As such, the literature situates minority males' achievement in STEM as disheartening. By utilizing the research on self-efficacy ([<reflink idref="bib4" id="ref61">4</reflink>], [<reflink idref="bib5" id="ref62">5</reflink>]) and science identity ([<reflink idref="bib8" id="ref63">8</reflink>]), we will bind our findings and analysis on the aforementioned to highlight the experiences of Black males who participate and successfully complete AP biology and calculus courses as an impetus for future STEM possibilities.</p> <hd id="AN0137092772-5">Research Questions</hd> <p>The research questions that undergird this study are as follows:</p> <p></p> <ulist> <item> <bold> Research Question 1: </bold> What are the perceptions that Black male students who are enrolled in AP math and science courses hold about their identity in regards to STEM possibilities?</item> <p></p> <item> <bold> Research Question 2: </bold> What are the perceptions of Black male students with regard to the college-going environment in AP courses as it relates to STEM possibilities?</item> </ulist> <hd id="AN0137092772-6">Method</hd> <p>This qualitative study examined the experiences of Black males who participated in AP biology and calculus courses as juniors and seniors to provide the researcher with an understanding of key phenomena in context-specific settings ([<reflink idref="bib18" id="ref64">18</reflink>]; [<reflink idref="bib27" id="ref65">27</reflink>]).</p> <hd id="AN0137092772-7">Case Study</hd> <p>With this in mind, we utilized a multiple case studies approach ([<reflink idref="bib39" id="ref66">39</reflink>]) whereby we binded six participants' lived experiences in AP biology and calculus courses. A case study is an empirical inquiry that investigates a contemporary phenomenon within its real-life context ([<reflink idref="bib21" id="ref67">21</reflink>]; [<reflink idref="bib39" id="ref68">39</reflink>]). Yin indicates that case studies are essential to the investigation of one's perception. Specifically, case studies are based on a constructivist paradigm that allows the researcher to recognize the importance of the subjective human creation of meaning ([<reflink idref="bib39" id="ref69">39</reflink>]).</p> <hd id="AN0137092772-8">Site Selection</hd> <p>High School V (pseudonym) is located in the Northeast region, serving 1,901 students from Grades 9 to 12. High School V was selected purposefully by the primary researcher on the criteria of location, availability, student population demographic, and the number of STEM AP courses available for students. In regard to approximate student demographics, Whites comprise 20% of the student population, while Hispanics, Asians, and Blacks comprise approximately 8%, 3%, and 60%, respectively. It is important to note that there is a larger percentage of Black students (53%) who attend High School V than the state average. More specifically, Table 1 below denotes the Standards of Learning (SOL) for High School V disaggregated on the basis of ethnicity but not gender. As such, the information below is inclusive of both male (M) and female (F). The SOL is one of the essential standardized metrics used to evaluate minimal academic expectations for Grades 9 to 12. The state had an 83% SOL pass rate in mathematics and a 78% SOL pass rate in science for 2015-2016.</p> <p>Graph: Table 1. SOL Test Results for High School V, Academic Year 2015-2016</p> <p></p> <p> <ephtml> <table><colgroup><col align="left" /><col align="char" char="." /></colgroup><thead><tr><th align="center">SOL test results</th><th align="center">SOL 2015-2016 pass rate</th></tr></thead><tbody><tr><td colspan="2">Mathematics</td></tr><tr><td> All students (M/F)</td><td>83</td></tr><tr><td> Black</td><td>80</td></tr><tr><td> Males (All)</td><td>81</td></tr><tr><td colspan="2">Science</td></tr><tr><td> All students (M/F)</td><td>78</td></tr><tr><td> Black</td><td>73</td></tr><tr><td> Males (All)</td><td>74</td></tr></tbody></table> </ephtml> </p> <p>1 <emph>Note.</emph> From SOL Test Results for Schools, School Divisions and the Commonwealth by [<reflink idref="bib37" id="ref70">37</reflink>]. SOL = standards of learning.</p> <p>In regard to advanced courses at High School V, data convey that 4% of Black students, 8% of Hispanic students, and 11% of White students enrolled in AP courses in 2015. Of the AP enrollment, females and males each comprised 7% of the student enrollment in AP courses. In the same year, the overall pass rate for the AP examinations was 45%. Disaggregated on the basis of ethnicity, Black males had a pass rate of 31%, Hispanics had a pass rate of 30%, and Whites had a pass rate of 63%. Pass rate of males on AP examinations was at 46%, while pass rate of females was 45%. The publicly available statistics, however, did not disaggregate pass rate on the basis of specific AP course (e.g., math, science).</p> <hd id="AN0137092772-9">Participant Selection and Demographics</hd> <p>A set of teachers chosen by the vice-principal offered nominations of students who fit the criteria (e.g., self-identify as Black males, minimal 3.0 grade point average (GPA), junior or senior classification, currently enrolled in an AP course) to participate in the study. A total of six participants took part in this study and all self-identified as Black or African American. In addition, two of the six participants were classified as juniors while the remaining four were classified as seniors. To maintain confidentiality, participants were able to self-select pseudonyms to use throughout the study. Participants' GPA ranged from a 3.0 to a 3.3 with all but one of the participants taking two AP courses in high school. Table 2 below provides a profile of the participants in this study.</p> <p>Graph: Table 2. Demographic Characteristics of the Participants.</p> <p></p> <p> <ephtml> <table><colgroup><col align="left" /><col align="char" char="." /><col align="char" char="." /><col align="char" char="." /><col align="char" char="." /></colgroup><thead><tr><th align="center">Pseudonym</th><th align="center">Classification</th><th align="center">Career interest</th><th align="center">GPA</th><th align="center">No. of AP classes</th></tr></thead><tbody><tr><td>1. Chris</td><td>Junior</td><td>Computer Science</td><td>3.2</td><td>2</td></tr><tr><td>2. Jake</td><td>Junior</td><td>Audio Engineering</td><td>3.3</td><td>2</td></tr><tr><td>3. James</td><td>Senior</td><td>Engineering</td><td>3.0</td><td>2</td></tr><tr><td>4. Max</td><td>Senior</td><td>Engineering</td><td>3.0</td><td>2</td></tr><tr><td>5. Sam</td><td>Senior</td><td>Computer Science</td><td>3.1</td><td>2</td></tr><tr><td>6. Tony</td><td>Senior</td><td>Computer Engineering</td><td>3.3</td><td>2</td></tr></tbody></table> </ephtml> </p> <p>2 <emph>Note.</emph> GPA = grade point average; AP = advanced placement.</p> <hd id="AN0137092772-10">Data Gathering</hd> <p>The approximate 30- to 40-min semi-structured interviews (see the appendix) were conducted on-site at High School V by the primary investigator and a graduate student in the spring of 2014. Each participant also completed a brief demographic profile in regard to grade classification, GPA, number of AP courses taken, future STEM interest, and self-selected a pseudonym for the study. In addition, High School V school administrator served as a research support to ensure that students' participation were protected and confidential.</p> <hd id="AN0137092772-11">Data Analysis</hd> <p>For these multiple case studies, a unitization of data, known as content analysis, ensued after transcription of data. Following the unitization process, data points were printed on index cards for further analysis. Specifically, open coding allows the researcher to highlight salient words or phrases that may be clustered to identify patterns or to create categories ([<reflink idref="bib34" id="ref71">34</reflink>]). Within the context of this study, content analysis emerged the development of categories. Data were labeled and arranged into provisional categories and subcategories. This process provided fragmentation of data to aid in identification of categories and subcategories. Essentially, the categories depicted recurring patterns in the data that captured the narratives of the participants. Ultimately, this process allowed the researcher to provide a basis for later tests or replicability, and to render the category set internally consistent. To ensure triangulation, other data sources including demographic profile of both school and participants, field notes, as well as 30- to 40-min interviews were analyzed.</p> <hd id="AN0137092772-12">Trustworthiness</hd> <p>[<reflink idref="bib18" id="ref72">18</reflink>] defined <emph>trustworthiness</emph> as the quality of an investigation and based on the credibility, dependability, transferability, and confirmability of the findings. To achieve credibility and dependability, member checks and peer debriefing were employed. The member-checking process was conducted throughout the interview process and after data analysis was completed. The participants were able to review and provide critical feedback on the interpretation of the data to determine whether the inferences made by the researchers matched their intended outcomes. In addition to member checking, peer debriefing was used as a process to validate the interpretation of the data by the primary researcher. The selected peer debriefer was a High School V academic leader and was an experienced qualitative researcher who focuses on identity development and underrepresented racial groups in STEM. Transferability was achieved via descriptive statistics on High School V as well as a description retrieved from a demographic profile that participants completed.</p> <hd id="AN0137092772-13">Findings and Discussion</hd> <p>Categories and subcategories emerged using the following three conceptual framework: (a) <emph>Establishing the Possibilities of a STEM Identity</emph>, (b) <emph>Self-Efficacy: Conflicting Self-Identity Formation</emph>, and (c) <emph>Community Support Integral to Positive Self-Identity.</emph></p> <hd id="AN0137092772-14">Establishing the Possibilities of a STEM Identity</hd> <p>Before one can establish a sense of self-efficacy in a specific domain (e.g., math, science) that, in turn, promotes competence and performance, we argue that positive academic self-perceptions must be rudimentary for the possibility of a STEM identity, particularly for individuals who come from highly underrepresented groups (e.g., Blacks males). As such, this category will be further examined with two subcategories: (a) academic self-perceptions and (b) academic community.</p> <hd id="AN0137092772-15">Academic self-perception</hd> <p>Academic self-perception was a common subcategory among all six participants given that the study related to careers in STEM areas and the participants' high school experiences in AP classes. Based on the analysis, all six participants genuinely seemed to have an innate love of learning. In speaking about AP classes, Tony said, "I'm interested in them and [the] process of doing equations is what I'm interested in." James similarly stated, "Well I think to learn anything is interesting. To learn all the subjects I thoroughly enjoy, I really do [enjoy] learning about Calculus and Chemistry and Physics... I thoroughly enjoy learning about the different subjects." Jake also noted that "as smart, that's all I can say, that's all I've heard. People also tell me I'm really modest but I don't go around bragging, boasting, but people will come up and say oh you're really smart..." These participants coalesced their academic self-perceptions in a positive light within the AP environment. We posit that a positive academic self-perception is fundamental in that it leads to the first steps of building a sense of self-efficacy (in STEM). Without a positive academic self-concept, self-efficacy cannot be cultivated, which also leads to the absence of competence and performance. The previous assertion ultimately leads to individuals' inability to set in motion the cultivation and creation of a science identity.</p> <hd id="AN0137092772-16">Academic community</hd> <p>Many of the participants in this study discussed their academic community and the support they received from peer and familial networks. Sam describes his academic community as diverse and feels that because he is in AP courses, he has learned the community is about "individual ability rather than race, ethnicity, etc." Chris stated, "So it shows that it's more about the individual than it is about the way you talk about someone." Both Sam and Chris agree that this type of community is necessary to mitigate some of the imposed identities associated with social categories (e.g., race, ethnicity). Sam further states, "When you see all the people of color in there and how successful they are and how successful I am you feel pretty good... the only thing that's different really is your skin color." Max stated that</p> <p>definitely, my family they actually put education as the plywood under our house. I can't play sports because of surgery I had when I was a baby, so I have to rely on my academics more than other students may have to, because I don't have the athletic background that they use on their resumés or on their college applications. So this four point three seven means more to me than someone with that same grade point average who plays sports.</p> <p>James further indicated that</p> <p>For lack of a better word I'd say necessary it's not really an adjective but I feel like education is necessary. It's not much that you can do in the world without an education. The more education you have the better off you will be. Those are the values that have been instilled within me for my life.</p> <p>In addition, Jake cited that</p> <p>Although I don't have the highest GPA among my peers, I find they consider me to be very intelligent for my contributions to the classes say if we are in history class I would incorporate what I have read in classic literature something, incorporate it to the class I might bring my view on the issue more, different opposing view than what the teacher or my peers might say. I feel like that might give my respect. I am not afraid to ask stupid questions.</p> <p>As noted by the participants, the presence of an academic community with similar individuals reflects vicarious experience and social persuasion: two sources that lead to self-efficacy. Especially for underrepresented groups (e.g., Black males), vicarious experiences, whereby they learn as a result of observing others who perform tasks effectively, are of great importance. Given their underrepresentation, Black males also must build self-efficacy via social persuasion. Social persuasion, according to [<reflink idref="bib4" id="ref73">4</reflink>], refers to insight, encouragement, and support from influential people (e.g., parents, professors/teachers, peers). Both information sources (e.g., vicarious experiences, social persuasion), which cultivate a sense of self-efficacy, remain bounded within the larger environment. The participants shared that they were able to build a community environment on the basis of ability rather than race (or ethnicity). While participants acknowledge ability as opposed to a social category (e.g., race, ethnicity), their assertions illustrate that their race remains at the forefront of how they conceptualize and cultivate their own academic identity within an academic community: an aspect of their STEM self-efficacy and science identity that becomes conflicted at times.</p> <hd id="AN0137092772-17">Self-Efficacy: Conflicting Self-Identity Formation</hd> <p>Through the axial coding process, the idea of self-identity was recurring in all six participants' responses. Some of the participants discussed their identity as it relates to STEM, while others discussed race and/or ethnicity in terms of their identity. In total, discussion of identity appeared more than 200 times across the six participant responses, with Max and Tony speaking the most about identity. The researchers chose to disaggregate identity into three subcategories: STEM, race, and ethnicity.</p> <hd id="AN0137092772-18">STEM</hd> <p>The participants in this research project intended on pursuing a STEM-related field as a career choice. Being interested in STEM areas appeared to be part of each student's identity in terms of their academic identity. The preceding assertion is evidenced through the multiple times the participants made reference to these (STEM) areas. Jake mentioned, "Well I know to be an engineer... you need to know math, and physics, and chemistry, and enjoy the science and math classes," also noting that he would need to be knowledgeable of calculus. Tony, Max, and Sam made several references to science and technology classes, with Sam stating, "So I believe STEM is very important for us." Each participant seemed to understand that it was important for them to be "getting good grades" (Max) or have "knowledge of" (Jake) STEM-related curriculum. When Tony discussed his academic abilities in AP courses, he said the following: "being able to process things quickly, problem solving, creativeness, being able to work with other people, help other people."</p> <p>The previous assertions echoed by several participants illustrate the construct of self-efficacy ([<reflink idref="bib4" id="ref74">4</reflink>]) in that participants understood the place of "good grades" and STEM "knowledge" as tasks that were vital to achieve success within a specific domain (e.g., science, math). As such, recognition of the aforementioned suggests that participants were becoming efficacious in their ability to be successful within STEM, particularly as it relates to competency and performance: two key aspects to cultivating a science identity ([<reflink idref="bib8" id="ref75">8</reflink>]). This further suggests that participants understood the importance of competency and performance within a STEM environment.</p> <hd id="AN0137092772-19">Race/ethnicity</hd> <p>Notions of race and ethnicity were a prevalent point of discussion throughout the interviews. Jake, Sam, Tony, Chris, James, and Max all discussed their race, but it was Max who really seemed to have a grasp of other people's perceptions of his success and whether or not their perceptions linked to his race. James noted, "They [other students] see me doing well, and I don't know if it is because I am of color or I'm actually doing really well that they're giving me all this high praise." On the contrary, Tony did not seem to think being a male student of color in an AP course mattered. Tony indicated that</p> <p>in terms of any struggles within school, I don't really face any well at least at this time. I'd say it feels decent and different being in a diverse community which I like. To be a male of color? Well I'm a part Dodson Scholars and they put a lot of emphasis on what it is to be a successful African American and I like that in a sense there are a lot of people in this community that motivation and they go down what we would deem the wrong path.</p> <p>James really seemed to think more about race and ethnicity and how that may have played a part in their AP course work. In addition, Max stated that he often felt that they were "all in this together" and would often seek out other students of color in his AP classes when he was struggling. In addition, Sam claimed that</p> <p>When you see all the people of color in these AP classes and how successful they are and how successful I am; you feel pretty good and you don't feel as your different as people want you to be. The only thing that's different really is the skin color and maybe your background but that pretty much it.</p> <p>Furthermore, Chris proclaimed that</p> <p>As a Dodson Scholar I feel as I said before they're people like me who show they can succeed so I don't really feel as much pressure as say a kid whom is coming from regular classes and has no honors background. If he's going to his first A.P course he may feel differently than I would because now it's going to be a lot more pressure and what I see as normal is what he may see as too much work or what he may see as too challenging. So, I think there's a different mindset when you feel you don't have much to prove even when you are of color because you've seen what color is and color isn't as colorful as you think it is.</p> <p>Based on these participants' experiences, the researchers concluded that community, peer, and familial support have a major impact on succeeding in AP courses.</p> <p>As social constructs, race and ethnicity cannot be omitted from the discussion as they provide insight into the complexity of self-identity as it relates to the constructs of self-efficacy, competence, and performance. In the previous subsection of STEM self-identity, we suggest that participants displayed a high sense of self-efficacy given that they understood the importance of competence and performance, which is integral to the cultivation of a science identity. Despite displaying competence and performance, some participants explicitly noted how race and ethnicity assists in the need to grapple their STEM self-identity. Regardless if students had grasped how to execute a plan of action that led to success in STEM, their sense of self-efficacy was questioned when they started to reflect on how others perceived them within this college-going environment (AP classroom). As such, some participants' acknowledgment of their race and ethnicity, particularly as it relates STEM self-efficacy and, in turn, the cultivation of a science identity, can be jeopardized by subcultures that possess biases based on social categories (e.g., race, ethnicity). The aforementioned appears to be the case with some participants in that, despite their proven competence and knowledge in their respective AP course, their sense of self-efficacy was weakened.</p> <hd id="AN0137092772-20">Community Support Integral to Positive Self-Identity</hd> <p>A major theme found throughout the analysis was the importance of the role of support from the community. Many of the participants in this study described a high level of support they received from peers and teachers, while taking AP classes. Although none of the participants explicitly stated they succeeded because of the support they received, it was apparent through the data that community, peers, and tutoring had a positive effect on their experiences and decisions to pursue a career in a STEM-related field. Some participants highlighted the absence of resources that proved to be challenging.</p> <hd id="AN0137092772-21">Resources</hd> <p>Resources became challenges for at least two of the students in this study when they perceived their lack of parental assistance and their need for technology such as computers at home. Sam explains that he told his dad he needed to have a computer and his father bought him a laptop. However, Tony, on the contrary, explains, "Well opportunity wise maybe a little different people at home may have better opportunities, have computers, more available stuff, vehicles... I know most people probably don't have that type of stuff." Sam, Chris, and Tony may be taking the same AP courses at the same school, but in regard to access to computers, Tony has a challenge that Sam and Chris do not have.</p> <p>Tony's challenges include the lack of anyone to assist him at home with homework or to even understand why education is valuable. He explains that in his family, his brother is the only one who is formally educated. Even Jake describes a conversation with his college-educated parents who are worried he will overwhelm himself with AP courses: "They knew I wanted to be a musician. I don't think they thought that pursuing AP Calculus or AP Physics at the levels they were at would really do anything for me." Finally, Max elaborates on the point Tony began above by explaining as follows:</p> <p>You just don't have family members who know much about education; all they do is just stress the importance of it, but they don't really delve into the aspects and the parameters of being really good in school. They just tell you it needs to happen. They don't tell how [to] do it or why you do it like really the essence to do well in school.</p> <p>To further understand the challenge, Max illustrates, "Like if I show them [parents] some geometry homework they probably couldn't do it. And I'm in calculus now. I know they can't help me." Clearly, Tony and Max perceive a lack of home support for academics as a challenge. Tony further stated, "it's also good to have a supportive atmosphere because should you lose that, the metaphorical competition, um, have someone to fall back on." The participants' need for additional resources outside of their home was acknowledged throughout various interviews. While Sam, Chris, and Tony discussed the challenge of not having adequate technical resources (e.g., computers, technology, vehicles), Tony and Max emphasized the lack of resources at home via capital. It is vital to note that the aforementioned does not suggest that such families do not possess capital; rather, the lack of academic capital of some families remains a byproduct of larger social systems.</p> <p>The participants' acknowledgment that they faced challenges when it came to resources, whether it was technology or the absence of capital by families, showcases an issue that is encountered by more Black males than their White and Asian counterparts. While the environment within their AP course challenged them academically, their lack of access to resources in their home environment—another environment they inhabit daily—proved to be even more challenging. This supports the premise that underrepresented students in STEM are forced to seek sources of support outside of their homes ([<reflink idref="bib3" id="ref76">3</reflink>]; [<reflink idref="bib12" id="ref77">12</reflink>]).</p> <hd id="AN0137092772-22">Teachers/peers</hd> <p>Another aspect of support came from teachers and tutoring. Teachers seem to have the most impact on our participants. James stated, "he does believe teachers in his support group are very supportive of AP classes." In addition, all the participants shared that their teachers were personable, helpful, and always willing to devote their time. While time management seemed to be the biggest challenge the participants encountered, they knew that tutoring was available to them. Jake, Chris, Tony, Sam, and Max felt that although they were aware of the availability of tutoring resources, they did not take advantage of them. James stated that, "I don't really know if there is a tutoring system that I have taken advantage of." In addition, the participants noted that their peers greatly influenced how they performed in AP courses. Sam indicated that Chris and Max were in two of his AP courses: "they provided me with a sense of comfort and support that I didn't get from my other classmates." Among other analyses, our findings suggest that Black males depend more on their peers and teachers for support rather than services provided by the school. The aforementioned is noteworthy and warrants a further investigation at a later date.</p> <p>The participants' assertions highlight the importance of social persuasion ([<reflink idref="bib4" id="ref78">4</reflink>]) in that they viewed teachers and peers as influential within their AP environment. Moreover, the participants' perception of teachers as helpful, personable, and willing to devote their time is important to note. [<reflink idref="bib16" id="ref79">16</reflink>] found that teachers can influence math self-efficacy if they are perceived as caring, mastery-oriented, and challenging. This suggests that teachers' influence can help cultivate self-efficacy via social persuasion: both constructs that are integral to the development of science identity ([<reflink idref="bib8" id="ref80">8</reflink>]).</p> <hd id="AN0137092772-23">Recommendations for Practice</hd> <p>The themes and categories that emerged from data analysis underscored the importance of self-efficacy, as well as forging a science identity for Black males in AP courses. Based on the findings of the study, we offer a list, albeit limited, of recommendations for practice for high schools who enroll Black males in AP courses.</p> <hd id="AN0137092772-24">Intentionally Recruit Minoritized Students to Take AP Courses</hd> <p>The AP Program has expanded to serve more underrepresented students than ever before, and as [<reflink idref="bib36" id="ref81">36</reflink>] noted in their previously cited study on the effects of AP on STEM major completion, "The[se] recent initiatives to provide AP courses to previously underserved constituencies, namely minorities and all levels of socioeconomic status, make it necessary that we now look at the impact on the multiple subgroups" (p. 116). It is also important to focus on underrepresented groups because the future of a prosperous STEM workforce in the United States lies in the successful incorporation of currently underrepresented populations ([<reflink idref="bib38" id="ref82">38</reflink>]). As such, teachers, school administrators, and counselors must be advocates of minoritized students and deliberate about the level of encouragement given Black males to take AP math and science-related courses in high school. Encouragement to Black male students will serve as an impetus for validation in regard to their ability to be successful in STEM-related courses. Such support could be the first step in cultivating a mind-set for Black males to signal that they do indeed belong in STEM.</p> <hd id="AN0137092772-25">Develop Academic Strategies That Build Self-Efficacy</hd> <p>Participants repeatedly acknowledged the importance of "getting good grades" and the need to learn "knowledge" related to STEM can help build self-efficacy. [<reflink idref="bib4" id="ref83">4</reflink>] argues that vicarious experiences and social persuasion are sources that help cultivate self-efficacy. Teachers must recognize that for Black males (e.g., as well as other underrepresented students) in AP courses, creating opportunities that capitalize on vicarious experiences and social persuasion is warranted to cultivate self-efficacy. Vicarious experiences can be intentionally arranged in AP courses whereby students have opportunities to observe others <emph>like themselves</emph> achieve tasks in academic-related rigor endeavors. Social persuasion can be intentionally arranged in AP courses by creating communities of peer support that is then, in turn, nurtured by both peers and teachers who remain influential in building self-efficacy. In other words, teachers and administrators must be strategic and seek out STEM professionals and STEM college students who are also Black males whereby these individuals can share their experience with the students. With Black males seeing successful people who look like them in a STEM space, a message of inclusivity can be foundational to cultivating self-efficacy in their academic ability.</p> <hd id="AN0137092772-26">Understand the Complexity of Forging a Science Identity</hd> <p>Forging a science identity in underrepresented populations is a feat that must be undertaken at the secondary level if STEM possibilities are to be tangible in the future ([<reflink idref="bib14" id="ref84">14</reflink>]). Self-efficacy ([<reflink idref="bib4" id="ref85">4</reflink>]) remains pivotal in the competence and performance of students forging a science identity ([<reflink idref="bib8" id="ref86">8</reflink>]). While the Black male students in this study discussed their competence and performance, they also acknowledged the social categories of race and ethnicity within the context of their AP courses. Even in instances where the participants <emph>knew</emph> they were competent and performed well in their AP biology and/or calculus courses, society's imposed identity on the basis of their race and ethnicity often made them question and perhaps, we posit, weaken their level of self-efficacy. Teachers must recognize and explicitly dispel the stereotypes associated with Black males and STEM. For Black males, however, forging a science identity becomes more complex when they must also simultaneously negotiate race and ethnicity as part of their identity in an environment (e.g., STEM, AP courses) where they remain visibly underrepresented. As such, teachers must understand the intersecting and conflicting identity formation that often further complicates Black males' ability to forge a science identity. Teachers should be vocal and affirming to Black males' interest and competence in STEM-related courses. It is important that teachers be explicit about their advocacy not just to the administration but for Black males as well.</p> <hd id="AN0137092772-27">Conclusion</hd> <p>The changing complexion of demographics coupled with the urgent need for the United States to remain globally competitive ([<reflink idref="bib13" id="ref87">13</reflink>]; [<reflink idref="bib30" id="ref88">30</reflink>]) suggests that STEM possibilities can only be tangible with a P-20 coalition ([<reflink idref="bib14" id="ref89">14</reflink>]). To be certain, solutions to the challenges of STEM degree attainment and subsequent participation in the STEM workforce remain multifaceted in nature. As evidenced in the conceptual framework and findings from this study, the AP environment plays a pivotal role in the cultivation of self-efficacy and science identity for Black male students. [<reflink idref="bib4" id="ref90">4</reflink>] work on self-efficacy and [<reflink idref="bib8" id="ref91">8</reflink>] work on science identity conceptually work in tangent to expand and deepen our knowledge about the experiences of Black males in AP courses. Despite additional educational challenges that Black male students encounter, the experiences of these participants continue to shed light onto the pathway of STEM possibilities and opportunities that await them.</p> <hd id="AN0137092772-28">Appendix</hd> <p></p> <hd id="AN0137092772-29">Interview Protocol</hd> <p> <bold>Title</bold>: An Investigation of Black in Advanced Placement Math and Science Courses and their Perceptions of Identity Related to STEM Possibilities</p> <hd id="AN0137092772-30">Self/academic perceptive</hd> <p></p> <ulist> <item> 1. Describe what it means to be an African American.</item> <p></p> <item> 2. In regard to your academic abilities, how do you think most people perceive you?</item> <p></p> <item> 3. In regard to your academic abilities, how do you perceive yourself?</item> <p></p> <item> 4. Growing up did any one talk to you about the importance of education?</item> <p></p> <item> 5. If you had to describe your educational experience in three words, what would they be?</item> <p></p> <item> 6. Do you think race and ethnicity plays a role in the educational structure on your campus?</item> <p></p> <item> 7. Were there obstacles you had to overcome in the pursuit of your education? If so, what were they? Explain.</item> <p></p> <item> 8. Does your family play a role in your educational pursuits? If so, how? If not, why?</item> </ulist> <hd id="AN0137092772-31">Notions of achievement</hd> <p></p> <ulist> <item> 9. During any time during your educational experience, were you ever identified as an academically gifted student?</item> <p></p> <item> 10. What does giftedness mean to you?</item> <p></p> <item> 11. What were the reason(s) you choose to enroll in an advanced placement (AP) courses?</item> <p></p> <item> 12. Are science, technology, engineering, or math (STEM) education/careers important? Explain—If so, how? If not, why?</item> <p></p> <item> 13. What are some of the <emph>positives aspects</emph> of being enrolled in an AP course?</item> <p></p> <item> 14. What are some of the <emph>negatives aspects</emph> of being enrolled in an AP course?</item> <p></p> <item> 15. Please explain how you feel being an African American who is enrolled an AP course?</item> <p></p> <item> 16. In your opinion, is there a double standard for African American students in AP courses?</item> </ulist> <hd id="AN0137092772-32">Levels of support</hd> <p></p> <ulist> <item> 17. Who comprises your <emph>academic</emph> support network in your AP courses?</item> <p></p> <item> 18. Who comprises your <emph>social</emph> support network in your AP courses?</item> <p></p> <item> 19. From your perception, how would you describe your <emph>academic/social support</emph> for different racial, ethnic, and gender groups in your AP courses?</item> <p></p> <item> 20. Do any support services exist on your campus that you have benefited from? How have those support services impacted your education experience?</item> </ulist> <hd id="AN0137092772-33">Bios</hd> <p>Alonzo M. Flowers III, PhD, is an assistant professor of higher education/student affairs in the Department of Policy, Organization, and Leadership at Drexel University.</p> <p>Rosa M. Banda, PhD, is an assistant professor of educational leadership in the Department of Educational Leadership at Texas A&M University-Corpus Christi.</p> <ref id="AN0137092772-34"> <title> References </title> <blist> <bibl id="bib1" idref="ref4" type="bt">1</bibl> <bibtext> Ackerman P. L., Kanfer R., Calderwood C. (2013). High school advanced placement and student performance in college: STEM majors, non-STEM majors, and gender differences. Teachers College Record, 115, 1-43.</bibtext> </blist> <blist> <bibl id="bib2" idref="ref5" type="bt">2</bibl> <bibtext> Avery C., Gurantz O., Hurwitz M., Smith J. (2017). Shifting college majors in response to advanced placement exam scores. 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  Data: An Investigation of Black Males in Advanced Placement Math and Science Courses and Their Perceptions of Identity Related to STEM Possibilities
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  Data: English
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  Data: <searchLink fieldCode="AR" term="%22Flowers%2C+Alonzo+M%2E%2C+III%22">Flowers, Alonzo M., III</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0829-5168">0000-0003-0829-5168</externalLink>)<br /><searchLink fieldCode="AR" term="%22Banda%2C+Rosa+M%2E%22">Banda, Rosa M.</searchLink>
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  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Gifted+Child+Today%22"><i>Gifted Child Today</i></searchLink>. Jul 2019 42(3):129-139.
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  Label: Availability
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  Data: SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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  Label: Peer Reviewed
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  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 11
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2019
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
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  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22African+American+Students%22">African American Students</searchLink><br /><searchLink fieldCode="DE" term="%22Males%22">Males</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Advanced+Placement%22">Advanced Placement</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Education%22">Mathematics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Identification+%28Psychology%29%22">Identification (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Values%22">Values</searchLink><br /><searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1177/1076217519842213
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 1076-2175
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Given the need to increase Black males' participation in science, technology, engineering and mathematics (STEM), this study employed a multiple case studies approach to investigate the perceptions of identity to STEM possibilities of Black males who participated in advanced placement and math and science courses. A conceptual framework of self-efficacy and science identity was utilized to examine their perceptions. Three themes that emerged from data analysis included the following: "Establishing the Possibilities of a STEM Identity", "Self-Efficacy: Conflicting Self-Identity Formation", and "Community Support Integral to Positive Self-Identity". The authors offer three recommendations for practitioners to cultivate Black males' STEM identity and, subsequently, STEM possibilities in the future.
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  Data: 2019
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  Data: EJ1219781
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        Value: 10.1177/1076217519842213
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      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 11
        StartPage: 129
    Subjects:
      – SubjectFull: African American Students
        Type: general
      – SubjectFull: Males
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Advanced Placement
        Type: general
      – SubjectFull: Science Education
        Type: general
      – SubjectFull: Mathematics Education
        Type: general
      – SubjectFull: Student Attitudes
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      – SubjectFull: Self Efficacy
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      – SubjectFull: Identification (Psychology)
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      – SubjectFull: Self Concept
        Type: general
      – SubjectFull: Values
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      – SubjectFull: High School Students
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      – TitleFull: An Investigation of Black Males in Advanced Placement Math and Science Courses and Their Perceptions of Identity Related to STEM Possibilities
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