Black girls speak STEM: Counterstories of informal and formal learning experiences

Abstract

This study presents the interpretations and perceptions of Black girls who participated in I AM STEM—a community‐based informal science, technology, engineering, and mathematics (STEM) program. Using narrative inquiry, participants generated detailed accounts of their informal and formal STEM learning experiences. Critical race methodology informed this research to portray the dynamic and complex experiences of girls of color, whose stories have historically been silenced and misrepresented. The data sources for this qualitative study included individual interviews, student reflection journals, samples of student work, and researcher memos, which were triangulated to produce six robust counterstories. Excerpts of the counterstories are presented in this article. The major findings of this research revealed that I AM STEM ignited an interest in STEM learning through field trips and direct engagement in scientific phenomena that allowed the girls to become agentic in continuing their engagement in STEM activities throughout the year. This call to awaken the voices of Black girls to speak casts light on their experiences and challenges as STEM learners—from their perspectives. The findings confirm that when credence and counterspaces are given to Black girls, they are poised to reveal their luster toward STEM learning. This study provided a space for Black girls to reflect on their STEM learning experiences, formulate new understandings, and make connections between the informal and formal learning environments within the context of their everyday lives, thus offering a more holistic approach to STEM learning that occurs across settings and over a lifetime.

A Project-Based Literature Review of Girls in STEM Day: A Day-Long STEM Event for Middle School Girls

“…The role of identity in STEM research among underrepresented minorities is increasingly important in understanding young girls' interests and inspiration in pursuing STEM careers (King & Pringle, 2019). Recent United States initiatives to expand STEM educational opportunities for ethnic minorities, women and girls have further identified the same evidence indicating a personal identity and perception of science disconnect in interest in STEM fields (Tan et al, 2013).…”

Critical Counter-Narrative as Transformative Methodology for Educational Equity

“…A subset of researchers have articulated the importance of counter-narrative as a stepstone to further dialog and action (King & Pringle, 2019; Rodríguez & Greer, 2017; C. M. Wilson, 2016).…”

IPER programs: a narrative framework for program development

“…Using a narrative framework, we listen to students to create a flexible and dynamic program. We create a positive climate, similar to the idea of counterspaces for marginalized students in STEM, as described by King [12]. We provide student choice about the classes they take, recognizing each student as unique as described by Calabrese Barton [10].…”