Leveraging Students' Community Cultural Wealth in After School Spaces: Elevating Black Girls in STEM

• In Event: Race and STEM Education

Abstract

This study explores the untapped potential of Black high school girls in STEM through community-based after-school programs. Grounded in theories of intersectionality and community cultural wealth (CCW), the study highlights how these programs cultivate multiple forms of capital—social, navigational, aspirational, and familial. It discusses how culturally tailored educational practices can empower Black girls by connecting their community's unique strengths to STEM learning. By examining the interaction between their racial and gender identities and educational experiences, the proposal advocates for a holistic approach that not only enriches their academic skills but also nurtures their personal and social identities. This focus is crucial in creating inclusive and supportive educational spaces that promote sustained interest and success in STEM among historically marginalized groups.

Author

• Miranda Mullins Allen, Texas Tech University