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<p>The experiences of Black students in Science, Technology, Engineering, Mathematics, and Medicine/Health (STEMM) have not been prominently studied in Canadian higher education institutions (HEIs). Efforts to consolidate the literature on Black student experiences in STEMM have mostly focused on a single STEMM discipline (e.g., Engineering or Medicine), and have largely been based on the United States (US) or United Kingdom (UK) educational landscape. The Canadian Black Scientists Network (CBSN) established the BE-STEMM Beyond Borders initiative that is focused on fostering cross-border collaborations and sharing of promising practices for addressing racial equity in STEMM. This literature review examines Black students’ experiences in STEMM across Canada and the US to ascertain racial equity issues in STEMM education and promising practices for addressing them. This study is conceptually framed leveraging Social Cognitive Theory, Critical Race Theory, and Intersectionality as frameworks, and analyzed across four theme areas identified at the BE-STEMM 2023 Conference, namely Inclusive Pedagogy, Mentorship, Extracurriculars/Co-curriculars, and Access to Career Pathways.</p>

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Black Post-Secondary Student Experiences in STEMM Across the US and Canada: a Review of the Literature

  • 期刊论文

  • 发表日期：

    2026年3月4日

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  • D’Andre Wilson-Ihejirika,
  • Darren Butler,
  • Tasha Zephirin,
  • Yasmine M. Elmi,
  • Amanda Tamakloe,
  • Anuli Ndubuisi

摘要

The experiences of Black students in Science, Technology, Engineering, Mathematics, and Medicine/Health (STEMM) have not been prominently studied in Canadian higher education institutions (HEIs). Efforts to consolidate the literature on Black student experiences in STEMM have mostly focused on a single STEMM discipline (e.g., Engineering or Medicine), and have largely been based on the United States (US) or United Kingdom (UK) educational landscape. The Canadian Black Scientists Network (CBSN) established the BE-STEMM Beyond Borders initiative that is focused on fostering cross-border collaborations and sharing of promising practices for addressing racial equity in STEMM. This literature review examines Black students’ experiences in STEMM across Canada and the US to ascertain racial equity issues in STEMM education and promising practices for addressing them. This study is conceptually framed leveraging Social Cognitive Theory, Critical Race Theory, and Intersectionality as frameworks, and analyzed across four theme areas identified at the BE-STEMM 2023 Conference, namely Inclusive Pedagogy, Mentorship, Extracurriculars/Co-curriculars, and Access to Career Pathways.