On My Terms: Understanding Parent Roles and Identity for Black Girls in STEM

• In Event: 63.084 - MTCC Roundtable Session 25
  In Roundtable Session: 63.084-12 - Black Girls in the Literature, Learning, and Life

Abstract

This study offers a counter-narrative in the post-truth era about the impact of STEM identity and parental involvement on STEM achievement for high-achieving Black high school girls, utilizing a mixture of methods. Data from the High School Longitudinal Study (n=232) were utilized, in addition to personal narratives, in order to address a triangulation of what has taken place in the lived STEM experiences of high-achieving Black girls. Findings redefine what “parent involvement” means for Black girls and present an accurate picture of how high-achieving Black girls view family and their own STEM identity development in relation to their current success.

Author

• Nicol R. Howard, University of Redlands