According to the National Institutes of Health (NIH), Historically Black Colleges and Universities (HBCUs) have consistently produced over 25% of all African American STEM graduates despite representing only a small percentage of colleges and universities nationwide (3%). HBCUs create pathways for students to enter vital industries and diversify the STEM workforce.
Eisha S. Clyde, the founder of The HBCU STEMulUS, understands the unique strengths of HBCUs and their vital role in preparing Black students to excel in STEM fields. Reflecting on her organization’s mission of educating, training, and developing students at HBCUs for successful careers in STEM, Clyde shared, “As I progressed in my career, I realized that a strong education alone is not enough to secure a job, especially for a recent graduate. Technical and interpersonal skills are equally important. When establishing the organization, my goal was to ensure that students at HBCUs not only learn about various STEM careers but also receive practical training and professional development to secure internships or jobs.”
For Clyde, who started The HBCU STEMulUS at her alma mater, historically Black North Carolina Central University, the commitment to fostering STEM success is personal and urgent. She shared, “HBCU students often lack resources and are unaware of the many career opportunities available in STEM fields. The lack of resources can include their institution being overlooked or not being contacted for internship opportunities by major corporations. Internships help build awareness of potential career opportunities, provide hands-on training, and make students more competitive for jobs or graduate school after graduation.” Clyde added, “We work with corporations to ensure our students are aware of these opportunities.”
In addition to building a network, Clyde’s organization seeks to demystify STEM careers and create bridges between classroom learning and industry demands. This approach aligns with the mission of HBCUs to prepare students academically and practically so that graduates can step confidently into the workforce. Clyde stressed, “We empower these students to be confident in who they are and to recognize the power they have in their individual and collective voices at every event.” She hopes to create a seamless transition from HBCU classrooms to STEM careers, bridging the gaps that have historically hindered Black representation in these fields.
Given the current challenges and opportunities within the STEM workforce, Clyde’s vision of empowerment and representation is particularly urgent. As technology and scientific fields advance rapidly, the need for a diverse workforcethat can bring various perspectives to problem-solving has never been greater. Clyde says, “HBCU students bring diverse backgrounds and talents to any room. They bring awareness to social and political issues that impact not only their families but also their generation and the global community.”
Clyde’s work recognizes that the HBCU legacy in STEM must be preserved and expanded. “Our long-term goal is for The HBCU STEMulUS to become a training center for HBCU students pursuing STEM careers,” Clyde stated. Ultimately, Clyde’s commitment reflects a broader understanding of HBCUs as transformative spaces that do more than educate; they create community and empowerment.
The STEM pipeline for Black students remains fraught with challenges – with Black workers making up only 9% of those in STEM occupations yet comprising 11% of employed adults, according to Pew Research. However, with the ongoing work of leaders and entrepreneurs like Clyde, the possibilities for Black achievement in STEM are immense.