Exploring the Narratives of Black and Native American Women in STEM

Abstract

This research examines the experiences of women from groups traditionally underrepresented in Science, Technology, Engineering, and Mathematics (STEM) fields through two qualitative studies focused on young Black women and Native American women in educational and professional STEM contexts. Using an intersectional framework, these studies investigate how race, gender, and cultural identity shape participants’ sense of belonging, persistence, and success in STEM fields.Study 1 explores the educational pathways of young Black women who participated in a program preparing young Black women for Advanced Placement Computer Science Principles at the high school level, and their transition to various STEM fields at the undergraduate level. Participants in this study reflected on their participation in the preparatory program, as well as shared their personal challenges and successes in the pursuit of STEM. Study 2 explored the career paths of Native American women in various STEM fields, at the undergraduate, graduate, and professional levels. Participants in this study described the profound impact that identity, culture, and history had on their pathways in STEM, with attention to the roles of traditional knowledge and community in promoting resilience in the face of barriers. The interviews were discussed to reveal similarities and differences in the experiences of these two marginalized groups. The studies highlight the importance of belonging, representation, and environments that affirm the identity of women of color in STEM, and shed light on distinct experiences of discrimination and the availability of representation that reflects participants’ own backgrounds. These findings highlight the need for equity initiatives that consider the intersection of gender, race, and culture, to support and strengthen inclusivity in STEM.