The Role of Identity on Persistence for Black Women Doctoral Students in Science

It is well documented that African Americans are underrepresented in the sciences at the undergraduate and graduate levels (Jett, 2019; Morton & Parsons, 2018). Historically, Black students pursuing science, technology, engineering, and math (STEM) degrees have faced the typical challenges associated with pursuing a STEM degree, as well as the challenges related to stereotypes that influence how others view them (McGee & Bentley, 2017). Racial stereotypes have communicated to Blacks in STEM fields that they are not intellectually qualified to pursue degrees and or careers in STEM. Despite their consistent effort and achievements, Black students in STEM doubt their competence and future success in the STEM fields (McGee & Bentley, 2017). African American science students are likely to experience racial microaggressions (Dortch & Patel, 2017), though they deal with racial battle fatigue (Pierce, 1995) and stereotype threat (Beasley & Fischer, 2012). African American students in college attribute the positive influence of parents, high expectations placed on them by family and school and precollege experiences and curriculum as themes for success (Russell & Atwater, 2005). Gifted and advanced education is often a precollege curriculum.