A Model to Explain the Institutional and Student Characteristics Related to STEM Baccalaureate Graduates from Historically Black Colleges and Universities Who Earn Doctoral Degrees


The Quality Education for Minorities (QEM) Network, in collaboration with American Institutes for Research (AIR), received a three-year award from the National Science Foundation (NSF) to examine learning environments that enable undergraduate students to thrive and subsequently go on to attain doctoral degrees in science and engineering (S&E).

The objectives of the project are to: 

1) identify unique characteristics of STEM learning environments at the 21 HBCUs that NSF ranked as top producers of Black baccalaureate degree recipients who received S&E doctorates (which we refer to as anchor institutions); 
2) identify 21 HBCUs that have similar characteristics as anchor HBCUs and have high potential to graduate black students that go on to earn doctoral degrees (which we refer to as emerging institutions); and 
3) develop and disseminate a model that builds HBCU capacity to produce graduates that go on to earn S&E doctorates. 

Findings from this study will expand the evidence-based understanding of HBCU STEM learning environments in which undergraduate students are most likely to thrive and subsequently go on to attain doctoral degrees in S&E. 

Part of this project involves working closely with site liaisons at both the anchor and emerging institutions to support our data collection efforts. Each site liaison will participate in interviews and support the research team throughout the student recruitment process and data collection activities (please see more detailed information under the Q&A). Site liaisons will receive a stipend of $1,000 (divided into two payments of $500.00 each) for full participation throughout the project. We have identified site liaisons from the 21 anchor institutions and 12 emerging institutions listed below.

Anchor Institutions



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