This study uses case study analysis to explore the ways that Spelman College, a historically Black women's college, promotes the attainment of African American women in STEM fields. Although limited to one institution, the findings shed light on the ways that institutional characteristics, policies, and practices may mitigate the barriers that limit attainment of African American women in STEM fields. Drawing on the findings, the paper concludes with recommendations for improving policy and practice as well as recommendations for additional fruitful research.

Presented in this chapter is a case study of African American female STEM majors attending a historically Black women's college. We offer numerous implications for future research based on institutional characteristics that help explain women's achievement and high rates of STEM degree attainment.

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