Chapter 2: Strategies for Using Critical Systems Theory to Support Socialization of Undergraduate African American Students in STEM

On the first day of class, the professor stands at the front of a large lecture hall and issues a dire warning. “Look to your left and right at the persons sitting on either side of you. One of you will not be here at the end of the semester.” This story, often told by those who have experienced an introductory STEM course, provides a graphic depiction of the general features of STEM culture at many universities. Research indicates that the majority of students who leave STEM majors do so in the first two years of undergraduate education when much of their exposure to STEM culture occurs in introductory courses (Gasiewski, Eagan, Garcia, Hurtado, & Chang, 2012). Consequently, these courses have a significant impact on student socialization and persistence in STEM, and subsequent completion of a STEM degree.