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Black student participation in STEM majors is a widely discussed issue in higher education that institutional stakeholders have worked to improve. However, current examinations of their participation must dive deeper to understanding how institutional inequities are preventing their increased participation. Four inequities (interest-convergence, dissonance between STEM and diversity concepts, faculty of color burden, and lack of racial/ethnic minoritized representation) are analyzed to understand why the Black STEM student participation and persistence remains low. This analysis leads to recommendations for how STEM departments can work to start addressing inequities to improve Black STEM student experiences.
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