Title: The Contribution of HBCU’s to the Production of African American Female
Undergraduate STEM Graduates
Authors:
Moriah Johnson
, Ronnecia Ferguson
, Dr. Emiel W. Owens
and Dr. J. Kenyatta Cavil
Journal:
International Journal of Social Science and Economic Research (IJSSER)
ISSN: 2455-8834
Volume:
11
Issue:
10
Publication Date:
October 2026
DOI:10.46609/IJSSER.2026.v11i10.045
||
||
Moriah Johnson1
, Ronnecia Ferguson2
, Dr. Emiel W. Owens3
and Dr. J. Kenyatta Cavil4 1,2. Doctoral Candidate, College of Education, Texas Southern University, Houston, Texas
3. Professor, College of Education, Texas Southern University, Houston, Texas
4. Professor and Interim Dean, College of Education, Texas Southern University, Houston, Texas
MLA 8 Johnson, Moriah, et al. "The Contribution of HBCU’s to the Production of African American Female Undergraduate STEM Graduates." Int. j. of Social Science and Economic Research, vol. 11, no. 10, Oct. 2026, pp. 6118-6141, doi.org/10.46609/IJSSER.2026.v11i10.045. Accessed Oct. 2026.
APA 6 Johnson, M., Ferguson, R., Owens, D., & Cavil, D. (2026, October). The Contribution of HBCU’s to the Production of African American Female Undergraduate STEM Graduates. Int. j. of Social Science and Economic Research, 11(10), 6118-6141. Retrieved from https://doi.org/10.46609/IJSSER.2026.v11i10.045
Chicago Johnson, Moriah, Ronnecia Ferguson, Dr. Emiel W. Owens, and Dr. J. Kenyatta Cavil. "The Contribution of HBCU’s to the Production of African American Female Undergraduate STEM Graduates." Int. j. of Social Science and Economic Research 11, no. 10 (October 2026), 6118-6141. Accessed October, 2026. https://doi.org/10.46609/IJSSER.2026.v11i10.045.
References
[1] . Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187–1218. https://doi.org/10.1002/tea.20237
[2] . Collins, P. H. (2000). Black feminist thought: Knowledge, consciousness, and the politics of empowerment (2nd ed.). Routledge.
[3] . Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A Black feminist critique of antidiscrimination doctrine. University of Chicago Legal Forum, 1989(1), 139–167.
[4] . Harper, S. R. (2010). An anti-deficit achievement framework for research on students of color in STEM. New Directions for Institutional Research, 2010(148), 63–74. https://doi.org/10.1002/ir.358
[5] . McGee, E. O. (2020). Interrogating structural racism in STEM education: A critical race theory perspective. American Educational Research Journal, 57(5), 2079–2115. https://doi.org/10.3102/0002831220909847
[6] . National Academies of Sciences, Engineering, and Medicine. (2011). Expanding underrepresented minority participation: America’s science and technology talent at the crossroads. The National Academies Press. https://doi.org/10.17226/12984
[7] . National Academies of Sciences, Engineering, and Medicine. (2016). Barriers and opportunities for 2-year and 4-year STEM degrees: Systemic change to support students’ diverse pathways. The National Academies Press. https://doi.org/10.17226/21739
[8] . National Science Board. (2024). Science and engineering indicators 2024. National Science Foundation. https://ncses.nsf.gov/indicators
[9] . Ong, M., Wright, C., Espinosa, L. L., & Orfield, G. (2011). Inside the double bind: A synthesis of research on women of color in STEM. Harvard Educational Review, 81(2), 172–208. https://doi.org/10.17763/haer.81.2.t022245n7x4752v2
[10] . Perna, L. W., Gasman, M., Gary, S., Lundy-Wagner, V., & Drezner, N. D. (2009). The role of historically Black colleges and universities in STEM education. The Journal of Negro Education, 78(1), 3–13.
[11] . Strayhorn, T. L. (2019). College students’ sense of belonging: A key to educational success for all students. Routledge.
[12] . Tinto, V. (2012). Completing college: Rethinking institutional action. University of Chicago Press.
[13] . Weidman, J. C. (1989). Undergraduate socialization: A conceptual approach. In J. C. Smart (Ed.), Higher education: Handbook of theory and research (Vol. 5, pp. 289–322). Springer.
ABSTRACT:
Despite national efforts to broaden participation in science, technology, engineering, and
mathematics (STEM), African American women remain underrepresented in several highdemand STEM disciplines, particularly engineering, computer science, and the physical
sciences. This study examines the role of Historically Black Colleges and Universities (HBCUs)
in the production of STEM bachelor’s degrees among African American females using national
data from the Integrated Postsecondary Education Data System (IPEDS) from 2014 to 2023.
Grounded in critical race-informed STEM frameworks and Black feminist thought, the study
draws on theories of intersectionality, belonging, persistence, and identity development to
document longitudinal trends across institutional types and disciplines. Findings reveal that
HBCUs produce a disproportionately large share of African American female STEM
graduates—nearly one in four nationally—despite enrolling a relatively small proportion of
students. HBCUs demonstrate particularly strong contributions in biomedical sciences,
engineering, mathematics, and the physical sciences. These findings underscore the importance
of institutional context in fostering persistence and success among African American women in
STEM and position HBCUs as essential national infrastructure for advancing both racial and
gender equity in STEM education.
The International Journal of Social Science and Economic Research Inviting Papers/Articles for Upcoming Issue Volume 11 No. (10) October 2026 .
Submit your Paper through Online Submission System. Authors also can Send Paper to
submit@ijsser.org If you need any help contact us(Call or WhatsApp us) +91-9753980183