Abstract
African Americans in low socioeconomic status (SES) experience disadvantages that can
hinder their success not only in the classroom but also in the workplace. Social and
emotional readiness among African Americans is essential for the pursuit of educational
attainment and a career in Science, Technology, Engineering, and Mathematics (STEM).
This current study will explore mentoring among African Americans from low SES in
STEM and will look to understand the participants' lived experiences using a qualitative
phenomenological method. The data obtained in this study allowed the emergent of six
themes and eight subcategories to answer the research question, “What characterizes the
mentoring experiences in Science, Technology, Engineering, and Mathematics (STEM)
education and careers for African Americans from a low-socioeconomic status
background?” The themes that emerged from the phenomenological study included: (1)
lack of color representation, (2) the implication of low SES, (3) Black mentor
relationships, (4) assisting individuals gain experiences and knowledge, (5) motivational
support, and (6) perseverance. The interviews conducted with 15 of the research
participants provided insight into the experiences of African Americans in STEM from a
low SES and whether mentorship matters. The study provided recommendations to
helping solve the lack of representation in STEM by developing STEM mentoring
programs and grants within the low SES community.
Keywords: African Americans, mentorship, socioeconomic status, race, critical
race theory.