Date of Award

4-2025

Degree Name

Doctor of Philosophy

Department

Educational Leadership, Research and Technology

First Advisor

D. Eric Archer, Ph.D.

Second Advisor

LaSonja Roberts, Ph.D.

Third Advisor

Keli Christopher, Ph.D.

Abstract

Historically, women have been underrepresented as leaders in STEM. However, according to the National Science Foundation (2022), women accounted for a little more than half of the college-educated workforce and underrepresented minority women increased in broad science and engineering occupational categories. This promising upturn underscores the importance—if progress is to continue—of better understanding why some African American women succeed in and persist with their study of college mathematics.

This study aimed to explore the experiences of Black college women attending a predominantly White institution in the Midwest, to better understand what reasons Black college women ascribe to their success in college math achievement. More specifically, this project provides insights on the familial, institutional, and social factors that Black college women perceive to positively influence their success in math. This study utilized a basic interpretive qualitative research design, which is a methodology used to understand how people make meaning of their lives and experiences around a specific phenomenon (Merriam & Tisdell, 2016). The data for this project was collected through individual semi-structured interviews to answer its primary research questions. Additionally, photovoice was used as a method in this study. Photovoice is a participatory method often used with underrepresented groups and is rooted in documentary photography, which acknowledges that there is a lack of information from people who are powerless (Jurkowski, 2008).

Findings of this study indicated that elements attributed to college math success among Black college women include support from family and community, hands-on learning opportunities, a strong sense of identity, access to and use of technology, campus resources, instructional influence, and inner resilience. These findings indicate the need for robust systems that prioritize access to resources and cultivate supportive networks as well as a commitment to enhancing institutional practices and faculty professional development.

Access Setting

Dissertation-Open Access

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