Beyond the Stars: (Re) Claiming STEM Identities for Black Girls Through Digital Storytelling

This dissertation investigates the narratives of young Black girls and the intentionally designed out-of-school-time STEM (science, technology, engineering, and mathematics) environment. My dissertation is organized into three interrelated studies that contribute to a deeper understanding of their experiences in STEM. The first study introduces Afro-HILL as a conceptual model for unearthing the potential impact of STEM curricula on Black girls’ interests and STEM identities. Employing a descriptive case study methodology with an Out-of-School-Time STEM program in the Southeast United States, the findings highlight the potential of Afro-HILL to unpack how intentional STEM programming can foster liberation and thriving for Black girls. Implications for using Afro-HILL in STEM program design and implementation to address systemic barriers and promote the participation and success of Black girls in STEM are provided. The second paper illuminates the invaluable wisdom and experiences that Black women STEM educators share regarding the design and implementation of STEM spaces for Black girls. This study uses a phenomenological case study methodology to investigate Black women educators’ experiences and pedagogical praxes, explicitly focusing on their relationships to students and each other, as well as their novel strategies for teaching Black girls in a STEM summer camp. These findings emphasize Black women's capacity to engage with and connect to Black girls, illustrating how their influence extends beyond academic achievement and contributes to the overall empowerment of Black girls in STEM. Finally, the third paper examines the relationships and nuanced experiences of Black girls in the same summer STEM camp. Applying a phenomenological case study methodology helped better understand their interactions with peers, instructors, and the curriculum. Findings from this study underscore the significance of relationships, STEM efficacy, and the multifaceted identities of Black girls as they (re)constructed narratives asserting who belongs in STEM. Collectively, these three studies contribute to educational psychology and STEM education research by illuminating how a transformed STEM environment can highlight Black girls’ STEM onto-epistemologies. Lastly, it showcases their storytelling and worldbuilding abilities, thus providing a deeper understanding of how diverse narratives can enhance STEM fields.

Author dc:creator

• Michele Rena Williams (24400250)

• Education
• Educational Psychology

Statement dc:rights

• In Copyright
• Open Access after 2028-05-01

DOI dc:identifier

https://doi.org/10.25417/uic.32995292.v1

OAI identifier oai:identifier

oai:figshare.com:article/32995292