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<p>This study examines how Black girls engage in and respond to informal STEM education programs, focusing on their motivations, barriers, and persistence strategies. Grounded in Critical Race Feminism (CRF) and Black Feminist Thought (BFT), the research highlights how racial microaggressions, underrepresentation, and systemic exclusion shape their experiences. While Black girls face significant challenges, they persist through validation, representation, and culturally affirming spaces rather than a sense of belonging in traditionally exclusionary spaces. The findings underscore the need for CRF-informed interventions in STEM education, moving beyond diversity efforts to structural reforms that affirm Black girls’ identities. Recommendations include integrating counter-narratives into curricula, increasing culturally sustaining mentorship, and addressing biases in STEM spaces. This study emphasizes that Black girls must be validated and supported as leaders in STEM, necessitating proactive strategies to dismantle barriers and foster equitable STEM environments.</p>

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STEM Without a Place: Black Girls’ Silent Struggles and Amplified Voices in STEM Education

  • 期刊论文

  • 发表日期：

    2026年1月20日

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  • Deneen S. Dixon-Payne,
  • Marcia J. Watson-Vandiver,
  • Greg Wiggan

摘要

This study examines how Black girls engage in and respond to informal STEM education programs, focusing on their motivations, barriers, and persistence strategies. Grounded in Critical Race Feminism (CRF) and Black Feminist Thought (BFT), the research highlights how racial microaggressions, underrepresentation, and systemic exclusion shape their experiences. While Black girls face significant challenges, they persist through validation, representation, and culturally affirming spaces rather than a sense of belonging in traditionally exclusionary spaces. The findings underscore the need for CRF-informed interventions in STEM education, moving beyond diversity efforts to structural reforms that affirm Black girls’ identities. Recommendations include integrating counter-narratives into curricula, increasing culturally sustaining mentorship, and addressing biases in STEM spaces. This study emphasizes that Black girls must be validated and supported as leaders in STEM, necessitating proactive strategies to dismantle barriers and foster equitable STEM environments.