Paris Wicker

University at Buffalo, The State University of New York | SUNY Buffalo · Department of Educational Leadership and Policy

While nearly half (40%) of Black students leave STEM disciplines, and racialized and gendered social and environmental factors play a role in STEM pathways of Black women, less known is how relationships and critical social capital facilitate undergraduate STEM success. Using a critical narrative approach, we explored how strong relationships at Sp...

According to national survey data, Black graduates of Historically Black Colleges and Universities (HBCUs) are more likely than Black non-HBCU graduates to be thriving in financial, purpose, and social well-being, indicating strong social support, motivation to achieve goals, and economic stability (Gallup, 2015). Likewise, Tribal College or Univer...

According to national survey data, Black graduates of Historically Black Colleges and Universities (HBCUs) are more likely than Black non-HBCU graduates to be thriving in financial, purpose, and social well-being, indicating strong social support, motivation to achieve goals, and economic stability (Gallup, 2015). Likewise, Tribal College or Univer...

Although Black women’s graduate degree attainment has nearly doubled since 2000, Sekile M. Nzinga’s Lean Semesters provides a complex picture into this social reality in academia, with the cen- tral argument that American higher education operates as a hyper-producer of inequity for marginalized populations, particularly academic women of color. Ad...

A case study engaging issues of campus climate and institutional change in Higher Education.