Transforming Barriers into Assets: Prioritizing the Cultural Wealth of Black Students in STEM

As a first-generation Black graduate student attending a large PWI research one university, I recognized the importance of leveraging my cultural assets to persist Jason K. Segrestthrough my program. From mentors, professors, and members of my cohort, I realized that this journey is not meant to be traveled alone. Likewise, as a higher education professional, I have mentored and supported first-generation Black postsecondary STEM students who share similar life experiences, aspirations, challenges, and stories that help them persist through their STEM education and workforce readiness training. I write this op-ed based on experiences that align with my journey as a Black male doctoral student. I provide context about cultural capital assets and factors that contribute to their STEM identities. 

For too long, negative stereotypes have fueled the belief that Black students lack preparedness for postsecondary STEM environments. These deficit narratives often highlight systemic obstacles like underfunded schools, limited exposure to STEM fields, and financial hurdles as explanations for why Black students are more likely to pursue non-STEM degrees and certificates. While these issues are substantial, they only tell part of the story. 

To counter deficit narratives, first, we must acknowledge that first-generation Black STEM students have diverse cultural perspectives, foster innovative creativity, and demonstrate strong interest and resilience in various fields of STEM, as noted by Manning et al., and McGee and White. Researchers have asserted that Black students rely on cultural wealth assets grounded in their communities, families, and life experiences, fostering academic and professional growth. Acevedo & Solorzano and Yosso,  Azmitia et al. asserted that first-generation Black students, in particular, demonstrate exceptional resilience, often overcoming obstacles in their personal and academic lives. Kornbluh et al. added that Black students who have experienced hardship usually develop critical skills to navigate and address adversity, equipping them to persist despite external challenges such as microaggressions, stereotype threats, and cultural differences.

Nevertheless, to better understand their success in postsecondary STEM education better, we must counter deficit narratives and advertise the strengths and cultural assets these students bring to their educational journeys. By capturing the stories of first-generation Black students, we uncover how cultural assets drive persistence and foster a sense of belonging in postsecondary STEM classrooms and fields where they have been historically marginalized and underrepresented. Below, I unpack two key elements: (1) how cultural wealth fosters persistence,and (2) how community cultural wealth contributes to the development of STEM identity.

Unpacking the Power of Cultural Wealth

Shifting from deficit-based narratives to an asset-based perspective, it is essential to unpack the definition of cultural capital. Yosso defined six forms of cultural capital often leveraged by ethnically and racially diverse students in academic spaces: aspirational; familial; social; navigational; resistant; and linguistic. These forms of capital are individual and unique, but they are collectively significant in supporting Black students in postsecondary STEM spaces. Manning et al.explained that aspirational capital is the ability to remain hopeful about one's dreams and goals despite life's challenges. Moreover, it has be noted that aspirational capital for Black students is linked to what family members or individuals they look up to inspire them to achieve their goals in postsecondary STEM education and careers.