Underrepresented Minorities in Community College STEM (Science, Technology, Engineering and Mathematics) Programs: A Phenomenological Study Based on the Study of the Voices of STEM Graduates

This phenomenological study describes the lived experiences of underrepresented minorities (URMs) who graduated from a community college with a STEM (Science, Technology, Engineering, Math) degree or certificate. In this research, underrepresented minorities are defined as African American, American Indians, and Hispanics. The research was guided by three major questions: What is the developmental math experience of the underrepresented minority (URM) students who graduated from a community college with a Science, Technology, Engineering, and Math (STEM) degree or certificate? What are the lived experiences of URM STEM students? And how do URM STEM students find meaning in completing STEM programs at community colleges?

Since the early 1970s, programs have been created – from pre-college to college — specifically to increase underrepresented minority participation in STEM fields, yet minorities continue to lag in degree attainment in STEM programs. In that community colleges enroll 51% of undergraduate Hispanic students, 44% of African Americans, and 54% percent of all Native Americans, the community college pathway is a viable option to increasing minority STEM graduates. By examining the experiences of the participants in this study, nine themes emerged: instructors, tutoring, peer mentoring, co-op/money, motivation/belief in self, community engagement, race, small class size, and giving back. The researcher discussed seven components of leadership that will help increase the number of URM students that enter STEM programs at the community college level: cultural competency, communication skills, holistic approach, multi-dimensional approach, community engagement, committed resources, and the courage to lead.