RESUMO

This study explored how participation in a summer research program influenced the perceptions of six African American female students toward graduate study in a Science, Technology, Engineering, and Mathematics (STEM) discipline. Utilizing the Triple Quandary Theory and its interplay of three tenets, the negotiating and managing of varying cultural experiences were highlighted. Through semi-structured interviews, the findings suggest that summer research experiences provided the African American females with increased confidence in their abilities to pursue STEM graduate studies; an increased understanding of the nature of research; and an increased understanding of graduate school. Understanding the cultural and gender dynamics of African American females and how these experiences impact their socialization into the mainstream cultural is essential. Therefore, this study has implications for practitioners, educators, and policymakers as it relates to the vital role of summer research programs on the representation of underrepresented populations in STEM career paths.