2025 Theses Doctoral

African American Male Students' Engagement with Science: Insights from General and Special Education Participants

Fleming, Raquel

This qualitative, narrative study employed dis/ability critical race theory (DisCrit) and Elite Capture to examine the science learning experiences of five African American male high school students, three in general education and two in special education, who participated in a summer sports program in East Brooklyn.

The study also incorporated the perspectives of one parent of the special education students and two special education teachers. By focusing on individual narratives, this research aimed to illuminate the challenges and successes these students encountered as they navigated science education across diverse learning environments. Semistructured interviews and focus groups provided rich insights to address the following key questions:

How do African American male high school students, both in general and special education, perceive their science education? What factors shape their engagement and success in science?

How do their experiences influence their decisions to pursue science-related fields after high school?

The findings revealed that teacher-student relationships, access to engaging and relevant science curricula, and structural inequities significantly shaped students’ perceptions and engagement in science education. Systemic barriers, including limited access to advanced science courses and inadequate classroom support for students with special education needs, posed substantial obstacles to success. However, positive influences, such as effective pedagogical practices, supportive teacher-student relationships, and a personal passion for science, emerged as critical factors fostering optimism about STEM careers.

This study contributes to broader discussions of equity and inclusion in STEM by addressing systemic biases and stereotypes faced by Black male students, particularly those in special education. It also highlights how these students’ science education experiences shape their aspirations and pathways toward future engagement in STEM fields.

Keywords: African American males, science education, equity, inclusion, dis/ability critical race study, elite capture