Black Lives Matter and other signs of solidarity: Perspectives from Black STEM graduate students

• Published in: Journal of research in science teaching Vol. 61; no. 6; pp. 1449 - 1477
• Main Authors: Stone‐Sabali, Steven, Mills, Kristen J., Mallory, Allen B., Alexander, E.
• Format: Journal Article
• Language: English
• Published: Hoboken, USA John Wiley & Sons, Inc 01-08-2024; Wiley Subscription Services, Inc
• Subjects: African American Students; African Americans; Belonging; Black Lives Matter movement; Black students; College students; Graduate students; informed allyship; Interviews; Mathematics; Science and technology; sense of belonging; Signs; signs of solidarity; STEM; Student Attitudes
• ISSN: 0022-4308; 1098-2736
• DOI: 10.1002/tea.21896

Creating inclusive and supportive environments in science, technology, engineering, and mathematics (STEM) educational settings are important tools for countering racially hostile academic spaces and attracting and retaining talented Black and African American students. STEM faculty and other university members may display Black Lives Matter and similar signs of solidarity to express their support for Black students. However, how Black students perceive such signs is unknown. On the one hand, the identity safety cue literature suggests such signs relate to increased comfort and a sense of belonging among individuals from minoritized groups. On the other hand, some contemporary perspectives toward Black Lives Matter and other signs of solidarity have been criticized for lacking substance and impact. Given the extant literature's omission of Black students' perspectives about signs of solidarity, the current study employed semi‐structured interviews and qualitative analytic methods to solicit and analyze the perspectives of 12 Black STEM graduate students. The findings revealed a general preference for some signs over others, as well as nuanced perspectives toward each sign of solidarity. Implications for STEM researchers and faculty who aspire to support Black students are discussed. Further, recommendations for adopting an informed ally approach are provided.