The United States must tap into its growing minority population in STEM fields to maintain global competitiveness. Despite increased diversity in STEM work-related fields within the United States, African American (AA) students are still underrepresented in STEM majors, resulting in low community participation in STEM careers compared to their overall population share. This study examined differences in engagement levels between AA STEM students attending historically black colleges and universities (HBCUs) and predominantly white institutions (PWIs). The engagement of students has been identified as one of the most important factors influencing college student retention and success. Analysis was done to examine the impact of student background variables on student engagement levels, as measured by scores derived from National Survey of Student Engagement (NSSE) data across the nation. This quantitative study employed multiple linear regression and Multivariate Analysis of ANOVA (MANOVA) techniques to answer the research questions. Students' GPA, enrollment status, gender, age, and institution type were significant predictors of student engagement, except for the guardian's education level. Additionally, AA STEM students at HBCUs had significantly higher student engagement scores on all three NSSE benchmark themes (Academic Challenge, Learning with Peers, and Experience with Faculty) than those at PWIs, except for Campus Environment. This study informs STEM policymakers to develop programs to promote student engagement, and this will lead to more AAs graduating in STEM fields, thus increasing diversity in the STEM workforce. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]