Who’s Writing About Black Girls? Analyzing Author Positionality in Studies of Black Girls in STEM

• In Event: AERA Roundtable Session Thursday 4:15 pm
  In Roundtable Session: Racializing Social Contexts

Abstract

This systematic literature review examines how researchers’ positionalities shape representations of Black girls in STEM education. We analyzed 32 peer-reviewed articles (2013–2023) using Positionality and Positioning Theories to explore how Black girls and authors were positioned. Findings show that Black women scholars, who led 74% of studies, centered Black girls’ identities, agency, and lived experiences. In contrast, non-Black researchers more often employed deficit-based framings. Notably, 90% of manuscripts addressing systemic barriers were authored by Black scholars. These patterns underscore the importance of researcher identity in shaping narratives and the need for justice-oriented, reflexive scholarship that affirms Black girls’ brilliance and reimagines equity in STEM education.

Authors

• Olayinka Mohorn, University of Memphis

• Monica L. Miles, University at Buffalo - SUNY

• Demetrice Smith-Mutegi, Old Dominion University

• Alexis Riley, New York University

• Catherine Quinlan, North Carolina Central University

• Joi DeShawn Merritt, James Madison University

• Crystal Morton, Indiana University - Indianapolis