Negotiating Intersectionality

Abstract

This concurrent mixed methods study sought to unveil how historically Black colleges and universities assist African American women with negotiating intersectional experiences within science disciplines. The authors sought to determine the relationship(s) between racial identity, science identity, and science self-efficacy beliefs of African American science students enrolled at HBCUs. The quantitative data revealed a statistically significant positive correlation between science self-efficacy and science identity for women and men. While the quantitative data indicated that racial identity (assimilation) is positively correlated to science identity for the women, the same relationship was not significant for the men. The findings indicated that science identity significantly predicted college science achievement for men but not women.