To Prove-Them-Wrong Syndrome: Voices from unheard African-American males in engineering disciplines

TitleTo Prove-Them-Wrong Syndrome: Voices from unheard African-American males in engineering disciplines
Publication TypeJournal Article
Year of Publication2003
AuthorsMoore, J. L. III, Madison-Colmore O, Smith DM
JournalThe Journal of Men's Studies
Volume12
Pagination61-74
KeywordsAfrican-American, Classroom climate, Competition, Diversity Institute Literature Review, Engineering, Expectations, Financial aid, Minorities, Retention, Social support, Stereotypes
SummaryThis qualitative study was based on interviews with African-American engineering students. The authors wanted to know how these students maintained their motivation in a sometimes discouraging environment. They found that, when the students encountered resistance from their majority peers, they responded by taking an assertive stance and becoming more resilient rather than giving up. The students were willing to make sacrifices to succeed in engineering.
Extended SummarySocial scientists believe that the U.S. cultural perception of African American males as members of a group rather than as individuals can make it difficult for African American male students to adjust to life in primarily white colleges. There have been many studies highlighting the impact of prejudice on the everyday lives of these students.This study sought to explore the reasons that some African American males persist in engineering and others do not, and to develop a theory of persistence based on these findings. The long-range goal of the study was to "identify ways to better serve and retain African-American males in engineering."The author discussed existing theories for the scarcity of African American males in engineering, which included "(a) inadequate secondary education facilities and resources; (b) poor academic performance in math and science; (c) low expectations from teachers and school counselors.; (d) inadequate parental and familial support; (e) a shortage of positive mentors. in mathematics, science, and engineering."The researchers gave the students an extensive biographical questionnaire which included open-ended questions relating to their social experiences, aspirations, family background, academic background and interests, formative experiences, and challenges faced in engineering. They also conducted individual and group interviews.The researchers then analyzed the responses using the "grounded theory" approach, looking for patterns in the data, coding the information, and discussing their ideas with each other.The researchers called the phenomenon they observed the "Prove-Them-Wrong" syndrome. The students were aware of stereotype threat- the prejudices that other young engineers held towards them- and made an extra effort to disprove these assumptions. The students maintained a constructive, proactive attitude when faced with adversity, and stated that they were determined to succeed. The author notes that, although these students manifested great strength under difficult conditions, this extra effort may take a toll on their emotional well-being.
RecommendationsFoster social connections between minority students and majority students in your classroom so that minority students will not be academically isolated. Educate yourself about racism and address it when it appears in the classroom. Be aware of stereotypes and inaccurate assumptions that are commonly made about African American college students.