An Investigation of Black Males in Advanced Placement Math and Science Courses and Their Perceptions of Identity Related to STEM Possibilities

Given the need to increase Black males’ participation in science, technology, engineering and mathematics (STEM), this study employed a multiple case studies approach to investigate the perceptions of identity to STEM possibilities of Black males who participated in advanced placement and math and science courses. A conceptual framework of self-efficacy and science identity was utilized to examine their perceptions. Three themes that emerged from data analysis included the following: Establishing the Possibilities of a STEM Identity, Self-Efficacy: Conflicting Self-Identity Formation, and Community Support Integral to Positive Self-Identity. The authors offer three recommendations for practitioners to cultivate Black males’ STEM identity and, subsequently, STEM possibilities in the future