Exploring the Relationship between Faculty Mentor Engagement and African American STEM Persistence

Abstract This quantitative study explores factors associated with the persistence rates of African American students aspiring to major in STEM subjects and who ultimately complete undergraduate STEM degrees. The primary data source for this study is the Cooperative Institutional Research Program’s 2009 The Freshman Survey (TFS) and the 2013 College Senior Survey (CSS). The sample included 379 African American students who indicated on TFS that they intended to declare STEM as their major. The findings reveal that African American undergraduates are significantly more likely to persist in STEM majors with increased levels of faculty mentor engagement. The findings demonstrate the need for institutions to implement curricula that encourage meaningful faculty engagement to contribute to the creation of more inclusive academic environments for African American students in STEM.