Charting Pathways to Success: A Longitudinal Study into the Role of Science in the Lives of High-Achieving African-American High School Seniors

As the U.S. economy becomes more global, and its demographic make-up shifts; increased attention has been placed on the underproduction of scientifically and technologically trained U.S. citizens by government officials and business leaders. This underproduction can be attributed to the continued underrepresentation of minorities, particularly African Americans, in the sciences. Although, researchers have identified a variety of historical, cultural, and social explanations for the lack of African Americans in science careers, increasing the number of African Americans pursuing careers in science or science-related fields remains a challenge for science educators and policy makers.;This study explores the effect of science experiences on students' career decisions and future goals. Specifically, it considers how "high-achieving" African-American high school students, who have participated in at least one science intervention program, draw on their lived experiences to formulate definitions of science and visions of success. The study was conducted as a Narrative Inquiry that explored five African-American students' perceptions of science in three ways: as it influenced their formal schooling, as it shaped their everyday interactions, and as it interacted with their future goals. Data were collected over three years and included interviews, application packets, and demographic survey. Individual narratives of the five "high-achieving" African- American students' were constructed. These narratives provide insightful and critical assessments of their formal and informal experiences in science. Key understandings about the students' perceptions of science emerged.