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Research on Black male students in STEM specialty areas and Black male educators in STEM education disciplines has continued to increase and provide new evidence of these populations. The scholarly literature on young Black male students in STEM disciplines (Berry, 2008; Bonner & Goings, 2019; Grant, Crompton, & Ford, 2015; Davis, 2014; McGee & Pearman, 2014; Wright, 2011) and Black male teachers in STEM education fields (Brockenbrough, 2015; Bristol, 2020; Davis, 2018; Frank, 2018; Mensah, 2009) has primarily been limited to their experiences in school and classroom settings. Scholars have provided insight into the out of school STEM experiences of Black male students during the summer and school year (Hrabowski, Maton, & Grief, 1998; Maton, Hrabowski, & Pollard, 2011; McGee & Pearman, 2015; McGee & Martin, 2011). Studies of Black male students in STEM out of school programs have emerged in mathematics (Berry & McClain, 2009; Berry, Thunder, & McClain, 2011), but little is known about their experiences in other STEM specializations.
The majority of research on Black men teaching in STEM education fields of study are in mathematics (Davis, 2018; Davis, Frank, & Clark, 2013; Harris & Davis, 2018; Johnson, 2020; Frank, 2018) and little in science (Mensah, 2009) and absent in engineering and technology education. Investigations of Black men teaching in STEM education areas have come from four primary areas: a) research of Black men in STEM disciplines, b) studies exclusively of Black men, c) research of Black teachers, and d) studies of teachers that include Black men (Brockenbrough, 2013; Bristol & Goings, 2019; Foster, 1997; Pabon, 2016; Lynn, 2001; Malloy, 2010, Mathews, 2010; Mensah, 2009; Milner 2008; Tafari, 2013). There is not much known about Black men teaching in STEM education in out of school spaces, in general, and specifically, at Historically Black Colleges and Universities (HBCUs).
Popular and scholarly literature has advanced and questioned efforts to increase Black male educators' role as role models, disciplinarians, and father figures to Black boys (Brockenbrough, 2012, 2015; Brown, 2009; Maylor, 2009; Reza-Rashti & Martino, 2010). Very little attention and consideration have been given to how Black men shape curriculum, enact pedagogy, develop meaningful relationships, and interact with Black male students in out of school settings in STEM areas. Research and scholarship about professional learning...