Coloring in white spaces: Using counterspaces and visual methodologies to explore the belonging and persistence of Black science, technology, engineering, and mathematics (STEM) students at an historically White institution (HWI)

Black undergraduate students pursuing degrees in science, technology, engineering, and mathematics (STEM) at historically White institutions (HWIs) face persistent structural and cultural barriers that undermine their sense of belonging and limit their ability to persist and thrive academically. While national efforts to diversify STEM have led to increased enrollment among historically underrepresented groups, Black students continue to experience disproportionately low retention rates. Research indicates that a lack of belonging, systemic exclusion, and racialized academic environments significantly impact their experiences, contributing to higher attrition rates.This dissertation of practice explores the sense of belonging of Black STEM undergraduates at District University, a private, historically White, R1 institution in Washington, D.C. Using a mixed-methods design, the research employs both quantitative belonging assessments and qualitative counterspace interventions to examine how campus climate, faculty interactions, and cultural capital influence students’ persistence in STEM at their HWI. Grounded in critical race theory and community cultural wealth theory, the study highlights the resilience strategies and support networks Black students utilize to navigate institutional barriers. Findings reveal that Black students’ belonging is frequently undermined by experiences of racial marginalization, exclusionary departmental cultures, and a lack of faculty mentorship. However, students actively resist these challenges through peer networks and leveraging cultural capital rooted in familial and social support systems.The study contributes to scholarship on Black student experiences in STEM by emphasizing asset-based approaches to student persistence rather than deficit-based narratives. It urges the need for structural change within STEM departments at HWIs, advocating for policies that foster inclusive learning environments, proactive faculty engagement and development, and institutional accountability. Ultimately, this research offers practical recommendations for higher education stakeholders to create affirming and supportive spaces that enhance the belonging, retention, and success of Black STEM students, ensuring that they are not only present in STEM but also empowered to excel.