Examining Black STEM Students' Experiences with Collaborative Learning

Abstract

Educators continue to examine how to increase Black student representation in Science, Technology, Engineering, and Mathematics (STEM) fields in higher education. There is an increased call to implement collaborative learning in STEM classrooms, but current implementations do not articulate how collaborative learning can be culturally relevant for Black students. Using a critical approach, the purpose of the current study was to establish knowledge of Black STEM students’ collaborative learning experiences. Results showed that Black STEM students valued the maintenance of their contributions in collaborative learning while placing little value in being recognized for their collaborative contributions. The current study highlighted how STEM educators should center Black STEM students’ values and experiences while transforming an active learning practices already being implemented.