Abstract

This study examines the academic experiences of Black students in STEM at Worcester Polytechnic Institute (WPI), focusing on their transition to college, sense of belonging, faculty and peer interactions, and academic performance. The study seeks to understand the institutional and interpersonal barriers Black students face in a STEM environment. Using a mixed-methods approach, we surveyed 80 undergraduate Black students. The data reveal that gender, family income, and sense of belonging significantly shape the ease of transition for Black students into university, and that microaggressions are more commonly reported in classroom than residential halls. The results emphasize the need for faculty engagement with students, targeted support specifically for Black female students in STEM, and target interventions to improve group work in STEM educational classrooms where a lot of the microaggressions occur.

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