Sista STEM Circles: Cultivating Black Girl Brilliance in STEM

• In Event: “No Justice, No Peace”: A Racial Reckoning for Science Education

Abstract

Objectives: This study aims to highlight the Sista STEM Circles as a transformative practice that empowers Black high school girls in STEM. The initiative creates supportive and affirming spaces for exploring and developing STEM identities, confidence, and academic skills. By embedding Black Feminist Thought (BFT), the method emphasizes culturally relevant educational practices addressing the unique intersectional experiences of Black girls in STEM.

Theoretical Framework: Black Feminist Thought centers on the lived experiences and perspectives of Black women and girls (Collins, 2000). It provides a framework for understanding how race and gender intersect to shape Black girls' educational experiences in STEM. BFT values and validates Black girls' voices, recognizing their challenges and strengths, and fostering learning spaces that promote their empowerment and success (Butler-Barnes et al., 2023).

Methods: Sista STEM circles evolve from sista circles, the primary data collection method of sista circle methodology (SCM). SCM is a qualitative approach that creates spaces for Black women to share knowledge and support one another (Johnson, 2015). Sista STEM circles consist of informal, small-group discussions and STEM activities among Black girls, offering supportive spaces for sharing experiences and engaging in meaningful dialogue.

Data Sources
-Personal narratives and experiences shared by Black girls in the circles.
-Video observations of interactions, discussions, and activities.
-Semi-structured interviews with participants about their STEM learning experiences.

Results: Findings indicate significant contributions to the empowerment and academic resilience of Black girls in STEM:
-Increased Sense of Belonging: Participants felt more connected and accepted within the circles compared to formal spaces. One participant shared, "The part I loved most about today’s session was when we formed a circle and talked about our experiences. It felt like I was part of a community that understood and supported me, something I never felt in my regular classes."
-Enhanced Confidence and Motivation: The supportive environment and cultural relevance boosted confidence in STEM abilities and motivation to pursue STEM careers. Interactive activities like the Identity Sorting Activity enhanced interest and self-efficacy in STEM.
-Positive Identity Formation: Integrating BFT helped participants embrace their racial and gender identities, fostering pride and self-worth. This was evident during the Biology & Integrated Art Session, where participants discussed their STEM experiences while engaging in an art activity focused on Henrietta Lacks' story and ethical considerations.
-Highlighting Black Women in STEM: Each circle featured a prominent Black woman in STEM and related activities. For example, the Having a Ball with Chemistry Session involved learning about Dr. Marie Maynard Daly and hands-on chemistry experiments.

Significance: These findings emphasize the importance of culturally affirming and supportive educational spaces for Black girls in STEM. The Sista STEM circles model, grounded in Black Feminist Thought, effectively addresses intersectional challenges and offers valuable insights for educators and policymakers. Implementing such models can lead to inclusive and empowering STEM education, enriching the field's diversity. The study underscores the need to apply these practices in formal education for the growth of all students.

Author

• Miranda M. Allen, Texas Tech University