Vol. 11, Issue 2, 2020

Collectively, this special issue seeks to provide insight into applied and research-based practices.

Effectively engaging in producing more authentically engaged and culturally astute Black male STEM students and professionals, requires a reorientation of STEM learning, teaching, curriculum, and programs.

Working with children of African descent in a science, technology, engineering, and mathematics (STEM) program requires knowledge of African STEM anteriority.

Most of the discourse surrounding Black men in engineering focuses on their underrepresentation and lack of persistence in academic programs and the profession at large (Slaughter, 2009).

Over the last twenty-five years, culturally relevant and responsive practices have gained traction in classrooms, schools, and mentoring programs (Gay, 2010; Hall, 2015; Ladson-Billings, 2009; Watson, Sealey-Ruiz, & Jackson, 2016).

A body of scholarship on the (PLCs) ability to enhance teacher and student learning has been amassed over the last two decades.

STEM interest, achievement, and access in K-12 and higher education settings for Black boys and men have been a primary concern for researchers, practitioners, and stakeholders.