Providing the Opportunity to Learn: Unpacking the Role of Mindsets and Leadership in Broadening Participation in STEM at HBCUs

Current racial disparities in STEM degree attainment threaten America’s ability to be globally competitive. As the need for a more diverse workforce persists, faculty leadership at many Historically Black Universities and Colleges (HBCUs) continue support, nurture prepare next generation of scientists meet demands 21st century. However, messages student intellectual inferiority are salient society, perpetuated by widespread emphasis on achievement gap low representation STEM. Believing that intelligence can developed through effective effort, resources support—growth mindset—has been found support positive outcomes mitigate negative effects stereotypes leading increased achievement, particularly students. To date, mindsets have not examined lens Critical Race Theory (CRT) four frames academic leadership. Therefore, this qualitative study examines experiences 13 students 17 members 4 HBCUs their perspectives programs. The analysis focus group data suggests fixed may deter from persisting as majors while growth mindset which fall within human frame leadership, help those effects. Implications HBCU leaders discussed.