Is Texas Holding ‘Em?: The Influence of Black STEM Teachers on Black Student Achievement

Abstract

This study examines the critical issue of underrepresentation of Black science, technology, engineering, and mathematics (STEM) teachers and its potential influence on Black students’ academic achievement and experiences in STEM subjects. The research aims to determine how the presence of Black STEM teachers relative to Black student populations might influence academic performance in STEM disciplines. By addressing the lack of diversity and representation in education, particularly within STEM fields, this study contributes to the body of knowledge on the significance of representation in shaping educational experiences and outcomes. The findings underscore the importance of diversity and equitable representation in educational practices and initiatives, potentially informing policy decisions and fostering a more supportive and inclusive environment for all students in STEM. Ultimately, this research aims to contribute to a more diverse and innovative STEM workforce.