Author Type

Graduate Student

Date of Award

2017

Document Type

Dissertation

Publication Status

Version of Record

Submission Date

October 2026

Thesis/Dissertation Advisor [Chair]

Bryan, Valerie

Abstract

The purpose of this phenomenological multi-case study and three-person interview, was to discover what select prominent African-American scientists perceived were obstacles to overcome to be successful leaders in their professional lives, and the opportunities that aided in their professional growth. Through the addition of the threeperson interview, the researcher discovered commonalities between the perceived obstacles and opportunities of current science, technology, engineering and mathematics (STEM) professionals and the perceptions of selected historically prominent scientists. This study examined documents of the period and relics of prominent African- Americans who were in STEM fields and lived from 1860 to 1968. A description of the setting that influenced how the scientists perceived the phenomenon was written with the approach being anchored in the social constructivist tradition. Commonalities emerged through coding experiences of the individuals, which yielded patterns to help explain the phenomenon. By investigating their perceptions, insight was gained into understanding the attributes, tools and skills, and tailored experiences that encouraged Thomas Burton, Kelly Miller, George Carver, Daniel Williams, Matthew Henson, Ernest Just, Charles Drew, Percy Julian, William Cobb, and Benjamin Peery to achieve success in STEM fields between 1860 and 1968. The significance of the study is multifaceted: understanding the obstacles that African-American scientists had to overcome in their professional lives can result in the development of science educators who are better informed regarding the appropriate types of assistance that can be provided to aid their students in overcoming obstacles. This can hopefully increase their opportunities to succeed within the science field. This study can result in the development of science educators who are more sensitive in addressing the needs of the developing minority student, and can encourage, educate, and enlist more individuals to enter into the dialogue regarding the disparity of minority representation in STEM fields.

Extent

392 p.

Comments

Includes bibliography.|Dissertation (Ph.D.)--Florida Atlantic University, 2017.|FAU Electronic Theses and Dissertations Collection|Includes bibliography.

Identifier

FA00004951

Format

pdf

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