Few research has examined identity as a scientist among Black college women attending HBCUs. Thus, there is a need to further investigate how HBCUs’ strengths in establishing an institutional sense of belonging relates to Black female students’ science identity in majority White, male-dominated STEM fields. The purpose of the present study is to explore the relationship between sense of belonging, science identity, and GPA among Black college women majoring in STEM at HBCUs. Based on the social cognitive career theory (one’s perception of their career ability and interest), it is hypothesized that 1) sense of belonging and science identity will be positively related to GPA, and 2) identity as a scientist will moderate the relationship between sense of belonging and GPA, such that sense of belonging will have a stronger positive relationship to GPA for those with a high science identity compared to those with a low science identity. An online Qualtrics survey was administered to 17 HBCUs. The anticipated results of this study suggests that higher sense of belonging and high science identity is related to a higher GPA. The findings of the current study may be used to enhance retention rates of Black college women in STEM programs.
