Much of the research in science education that explores the influence of a racial and gendered identity on science, technology, engineering, and mathematics (STEM) engagement for Black women situate their identities primarily as responses to the oppression and struggles they face in STEM. In this study, we use Phenomenological Variant Ecological Systems Theory as a strengths‐based approach to investigate 10 undergraduate Black women’s perceptions of race and gender on their STEM identity development and engagement. The qualitative analysis of interview and journal data revealed these women enter STEM experiences cognizant of their race and gender identities, naming them in isolation and intersectionally as a potential risk or as being protective, positive, and empowering for their STEM engagement. These findings illuminate the importance of Black women self‐authoring their identities in STEM contexts, both in naming what is salient and defining what those names mean, and have implications for STEM retention and matriculation efforts.

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Developmental exposure of rats to the pesticide chlorpyrifos (CPF) causes persistent neurobehavioral impairment. In a parallel series of studies with zebrafish, we have also found persisting behavioral dysfunction after developmental CPF exposure. We have developed a battery of measures of zebrafish behavior, which are reliable and sensitive to toxicant-induced damage. This study determined the critical duration of developmental CPF exposure for causing persisting neurobehavioral effects. Tests of sensorimotor response (tap startle response and habituation), stress response (novel tank diving test) and learning (3-chamber tank spatial discrimination) were conducted with adult zebrafish after early developmental CPF exposure. The CPF exposure level was 100 ng/ml with durations of 0-1, 0-2, 0-3, 0-4 and 0-5 days after fertilization. Developmental CPF exposure had persisting behavioral effects in zebrafish tested as adults. In the tactile startle test, CPF exposed fish showed decreased habituation to startle and a trend toward increased overall startle response. In the novel tank exploration test, exposed fish showed decreased escape diving response and increased swimming activity. In the 3-chamber learning test, the 0-5 day CPF exposure group had a significantly lower learning rate. There was evidence for persisting declines in brain dopamine and norepinepherine levels after developmental CPF exposure. In all of the measures the clearest persistent effects were seen in fish exposed for the full duration of five days after fertilization. In a follow-up experiment there were some indications for persisting behavioral effects after exposure during only the later phase of this developmental window. This study demonstrated the selective long-term neurobehavioral alterations caused by exposure to CPF in zebrafish. The zebrafish model can facilitate the determination of the molecular mechanisms underlying long-term neurobehavioral impairment after developmental toxicant exposure.

Despite national calls for increasing diversity and inclusion within science, technology, engineering, and mathematics (STEM), inequitable recruitment and retention strategies remain commonplace. Inherent to many strategies is a lack of specificity in attending to the needs, desires, and cultures of individuals who are minoritized at the intersections of race, gender, and class through the use of broad, sweeping classifications such as “Women of Color.” Using critical race feminism, we engaged in a meta‐synthesis of recent peer‐reviewed, empirical STEM education articles that used the term “Women of Color” to identify (a) how the term “Women of Color” was defined, (b) who was and was not represented by this term and (c) and how research findings accounted for the presence of WOC. We provide a critical discussion of how terminology is used and a call for specificity in equitable and justice‐oriented STEM programming.

Research investigating retention in science, technology, engineering, and mathematics (STEM) attends to environmental and programmatic influences on student persistence. Examining these structures affords the creation of generalizable opportunities that promote sustained STEM engagement. In attending to the experiences of 5 Black women participating in a STEM undergraduate research program housed at a Historically Black University, this article explored structural influences on Black women's identity expression as it relates to their STEM engagement. Applying Phenomenological Variant Ecological Systems Theory to qualitative methodology, the influence of an antagonistic, oppressive STEM culture on Black women's identity expression and participation emerged, detailing the extent to which the institution and STEM programming combat and perpetuate said culture. Implications for creating and replicating STEM programming are provided.

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