Parental Academic Socialization and the Advancement of Black Women in STEM: A Literature Review (Research)
- Conference
- Location
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Virtual Conference
- Publication Date
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July 26, 2021
- Start Date
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July 26, 2021
- End Date
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July 19, 2022
- Conference Session
- Tagged Division
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Minorities in Engineering
- Tagged Topic
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Diversity
- Page Count
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18
- DOI
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10.18260/1-2--37563
- Permanent URL
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https://strategy.asee.org/37563
- Download Count
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418
Paper Authors
Amanda Melinda McLeroy North Carolina Agricultural and Technical State University
Amanda McLeroy is a second-year Rehabilitation Counseling Ph.D. student at North Carolina A&T State University. She holds a B.S. in Psychology from George Mason University, and an M.S. in Clinical and Mental Health Counseling from Columbus State University. Although she has been in the mental health field for four years, Amanda has recently integrated her previous knowledge and experiences into the STEM field to work with minority students. She currently works as a graduate assistant and interdisciplinary researcher in the Computer Systems Technology department. Her primary research interests include childhood and racial trauma, parents of children with disabilities, and multicultural issues affecting underserved and underrepresented populations.
Evelyn Sowells-Boone
North Carolina Agricultural and Technical State University
orcid.org/0000-0002-2129-4998
Dr. Evelyn R. Sowells is an assistant professor in the Computer Systems Technology department at North Carolina A&T State University’s College of Science and Technology. Prior to joining the School of Technology faculty, she held position at U.S. Department of Energy, N.C. A&T’s Division of Research and College of Engineering. Dr. Sowells earned a Ph.D. in Electrical Engineering from North Carolina A&T State University’s College of Engineering. She also holds a M.S. and B.S in Computer Science with a concentration in software engineering from the same university. Her primary research interests are in the areas of efficient digital systems design and STEM education. As a result of her work, she has numerous peer reviewed journal and conference publications. She recently authored a book entitled “Low Power Self-Timed Size Optimization for an Input Data Distribution,” which explores innovative techniques to reduce power consumption for portable electronic devices. She was recently awarded the 2016 Chair’s award for Rookie Researcher of the year in the Computer System Technology department. Dr. Sowells is the lead investigator of the Females in Technology (FiT) summer boot camp grant project for academically gifted low income rising senior and junior high girls for recruitment into the technology degree areas. She is also the co-PI of the Aggie STEM Minority Male Maker grant project focused on early exposure to technology to stimulate interest in technology of middle school minority males. Evelyn is not only outstanding in teaching and research, but also in service. She recently received the 2013 Chair’s Award for Outstanding Service in the Department of Computer System Technology and is a member of Upsilon Phi Epsilon, Computer Science Honor Society, American Society of Engineering Education’s Electronic Technology and Women in Engineering Divisions, and American Association of University Women.
Abstract
Although there is a high priority placed on science, technology, engineering, and math (STEM) education across the country, a shortage exists among girls and women who pursue STEM degrees and careers. The underrepresentation of women in STEM education results in innumerable missed achievements and opportunities, ultimately affecting their future career paths in those fields. The implications are even broader for young African American women and for those who are economically disadvantaged. To this effect, parental influence has been established as a critical factor in building young women's involvement and confidence in STEM, catalyzing the value of mentoring and a supportive environment for diverse women. More specifically, parents' socialization practices employed to help improve academic achievement can impact advancement within the field. Research on this topic is expanding; however, there is a paucity of literature concerning Black women's perception of these messages at different age levels. To address these gaps and understand the current state of the literature, we conducted a literature review of articles published between 2000 to 2020 on the impact of parental academic socialization messages on Black women's advancement in STEM.
McLeroy, A. M., & Sowells-Boone, E. (2021, July), Parental Academic Socialization and the Advancement of Black Women in STEM: A Literature Review (Research) Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. 10.18260/1-2--37563
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