Keywords
stereotypes
identity
STEM
How to Cite
Abstract
Recent indicators continue to highlight the underrepresentation of Black girls and women in science, technology, engineering, and mathematics (STEM), from advanced course enrollment and degree attainment to employment. In this paper, we consider the role of stereotypes as an underlying motivational mechanism that shapes Black girls’ STEM identity and persistence. This theoretical review seeks to provide a conceptual foundation for research on gendered racial stereotype endorsement among Black girls and the differential ways girls may incorporate this knowledge as they navigate STEM learning environments. We define gendered racial stereotypes as widely held beliefs and depictions of Black girls (as a collective group) and their lived experience as perceived by broader society. Despite their awareness of stereotypes, Black girls frequently develop strategies to aid in their persistence. Although they may occasionally endorse these stereotypes, Black girls also use their understanding of stereotypes as a motivator to actively resist and disrupt deficit narratives. By utilizing process-oriented and culturally-informed approaches, we extend the current understanding of Black girls’ stereotype development. Additionally, we provide practical recommendations for research, policy, and educational praxis to aid in the continued positive development of Black girls’ identity in STEM learning environments.
References
Aboud, F. (1988). Children and prejudice. Blackwell Pub.
Alfred, M. V., Ray, S. M., & Johnson, M. A. (2019). Advancing women of color in STEM: An imperative for US global competitiveness. Advances in Developing Human Resources, 21(1), 114–132. https://doi.org/10.1177/1523422318814551
Annamma, S. A., Anyon, Y., Joseph, N. M., Farrar, J., Greer, E., Downing, B., & Simmons, J. (2019). Black girls and school discipline: The complexities of being overrepresented and understudied. Urban Education, 54(2), 211–242. https://doi.org/10.1177/0042085916646610
Archer-Banks, D. A., & Behar-Horenstein, L. S. (2012). Ogbu revisited: Unpacking high-achieving African American girls’ high school experiences. Urban Education, 47(1), 198–223. https://doi.org/10.1177/0042085911427739
Aronson, J. (2002). Stereotype threat: Contending and coping with unnerving expectations. In J. Aronson (Ed.), Improving academic achievement (pp. 279–301). Academic Press. https://doi.org/10.1016/b978-012064455-1/50017-8
Aronson, J., Fried, C. B., & Good, C. (2002). Reducing the effects of stereotype threat on African American college students by shaping theories of intelligence. Journal of Experimental Social Psychology, 38(2), 113–125. https://doi.org/10.1006/jesp.2001.1491
Aronson, J., & Good, C. (2002). The development and consequences of stereotype vulnerability in adolescents. In F. Pajares & T. Urdan (Eds.), Academic motivation of adolescents (pp. 299–330). Information Age Publishing.
Aronson, J., & Inzlicht, M. (2004). The ups and downs of attributional ambiguity: Stereotype vulnerability and the academic self-knowledge of African American college students. Psychological Science, 15(12), 829–836. https://doi.org/10.1111/j.0956-7976.2004.00763.x
Augoustinos, M., & Rosewarne, D. L. (2001). Stereotype knowledge and prejudice in children. British Journal of Developmental Psychology, 19(1), 143–156. https://doi.org/10.1348/026151001165912
Bell, D. A., Jr. (1980). Brown v. Board of Education and the interest-convergence dilemma. Harvard Law Review, 518–533. https://doi.org/10.2307/1340546
Bell, D. A. (1992). Faces at the bottom of the well: The permanence of racism. Basic Books.
Blake, J. J., Butler, B. R., Lewis, C. W., & Darensbourg, A. (2011). Unmasking the inequitable discipline experiences of urban Black girls: Implications for urban educational stakeholders. The Urban Review, 43(1), 90–106. https://doi.org/10.1007/s11256-009-0148-8
Boykin, A. W. (1986). The triple quandary and the schooling of Afro-American children. In U. Neisser (Ed.), The school achievement of minority children (pp. 57–92). Routledge.
Braswell, K. M., Johnson, J., Brown, B. A., & Payton, J. (2021). Pivoting during a pandemic: Designing a virtual summer camp to increase confidence of Black and Latina girls. In Proceedings of the 52nd ACM Technical Symposium on Computer Science Education (pp. 686–691). Association of Computing Machinery. https://dl.acm.org/doi/proceedings/10.1145/3408877
Breiner, J. M., Harkness, S. S., Johnson, C. C., & Koehler, C. M. (2012). What is STEM? A discussion about conceptions of STEM in education and partnerships. School Science and Mathematics, 112(1), 3–11. https://doi.org/10.1111/j.1949-8594.2011.00109.x
Brophy, S., Klein, S., Portsmore, M., & Rogers, C. (2008). Advancing engineering education in P‐12 classrooms. Journal of Engineering Education, 97(3), 369–387. https://doi.org/10.1002/j.2168-9830.2008.tb00985.x
Brown, D. L., Blackmon, S. K., Rosnick, C. B., Griffin-Fennell, F. D., & White-Johnson, R. L. (2017). Initial development of a gendered-racial socialization scale for African American college women. Sex Roles, 77(3), 178–193. https://doi.org/10.1007/s11199-016-0707-x
Bullock, E. C. (2017). Only STEM can save us? Examining race, place, and STEM education as property. Educational Studies, 53(6), 628–641. https://doi.org/10.1080/00131946.2017.1369082
Burnett, M., Kurtz-Costes, B., Vuletich, H., & Rowley, S. J. (2020). The development of academic and non-academic race stereotypes in African American adolescents. Developmental Psychology, 56(9), 1750–1759. https://doi.org/10.1037/dev0001071
Burnett, M., McBride, M. S., Green, M. N., & Cooper, S. M. (2022). “When I think of Black girls, I think of opportunities”: Black girls’ identity development and the protective role of parental socialization in educational settings. Frontiers in Psychology, 13, 933476. https://doi.org/10.3389/fpsyg.2022.933476
Butler-Barnes, S. T., Lea, C., II, Leath, S., Rogers, L., Barnes, D., & Ibrahim, H. (2021). Visible or invisible? Black girls’ experiences in a mathematics classroom. Journal of African American Women and Girls in Education, 1(2), 26–59. https://doi.org/10.21423/jaawge-v1i2a85
Campbell, S. L. (2012). For colored girls? Factors that influence teacher recommendations into advanced courses for black girls. The Review of Black Political Economy, 39(4), 389–402. https://doi.org/10.1007/s12114-012-9139-1
Carlone, H. B., & Johnson, A. (2007). Understanding the science experiences of successful women of color: Science identity as an analytic lens. Journal of Research in Science Teaching, 44(8), 1187–1218. https://doi.org/10.1002/tea.20237
Carter Andrews, D. J., Brown, T., Castro, E., & Id-Deen, E. (2019). The impossibility of being “perfect and White”: Black girls’ racialized and gendered schooling experiences. American Educational Research Journal, 56(6), 2531–2572. https://doi.org/10.3102/0002831219849392
Chambers, C. R., Walpole, M., & Outlaw, N. (2016). The influence of mathematics self-efficacy on the college enrollments of young Black women. The Journal of Negro Education, 85(3), 302–315. https://doi.org/10.7709/jnegroeducation.85.3.0302
Cogan, L., Schmidt, W., & Houang, R. (2013). Implementing the common core state standards for mathematics: What we know about teachers of mathematics in 41 states (Working Paper No. 33). The Education Policy Center at Michigan State University. https://www.educ.msu.edu/epc/publications/documents/WP33ImplementingtheCommonCoreStandardsforMathematicsWhatWeknowaboutTeacherofMathematicsin41S.pdf
Coll, C. G., Crnic, K., Lamberty, G., Wasik, B. H., Jenkins, R., Garcia, H. V., & McAdoo, H. P. (1996). An integrative model for the study of developmental competencies in minority children. Child Development, 67(5), 1891–1914. https://doi.org/10.1111/j.1467-8624.1996.tb01834.x
Collins, K. H. (2018). Confronting color-blind STEM talent development: Toward a contextual model for Black student STEM identity. Journal of Advanced Academics, 29(2), 143–168. https://doi.org/10.1177/1932202X18757958
Collins, K. H., Joseph, N. M., & Ford, D. Y. (2020). Missing in action: Gifted Black girls in science, technology, engineering, and mathematics. Gifted Child Today, 43(1), 55–63. https://doi.org/10.1177/1076217519880593
Collins, P. H. (1989). The social construction of Black feminist thought. Signs, 14, 745–773. https://doi.org/10.1086/494543
Collins, P. H. (1998). Intersections of race, class, gender, and nation: Some implications for Black family studies. Journal of Comparative Family Studies, 29(1), 27–36. https://doi.org/10.3138/jcfs.29.1.27
Collins, P. H. (2019). Intersectionality as critical social theory. Duke University Press.
Cooper, S. M., Burnett, M., Golden, A., Butler‐Barnes, S., & Inniss‐Thompson, M. (2022). School discrimination, discipline inequities, and adjustment among Black adolescent girls and boys: An intersectionality‐informed approach. Journal of Research on Adolescence, 32(1), 170–190. https://doi.org/10.1111/jora.12716
Copping, K. E., Kurtz‐Costes, B., Rowley, S. J., & Wood, D. (2013). Age and race differences in racial stereotype awareness and endorsement. Journal of Applied Social Psychology, 43(5), 971–980. https://doi.org/10.1111/jasp.12061
Crenshaw, K. (1989). Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory and antiracist politics. University of Chicago Legal Forum, 1989(1), 139–167.
Crenshaw, K. (1990). Mapping the margins: Intersectionality, identity politics, and violence against women of color. Stanford Law Review, 43(6), 1241. https://doi.org/10.2307/1229039
Cvencek, D., Meltzoff, A. N., & Greenwald, A. G. (2011). Math–gender stereotypes in elementary school children. Child Development, 82(3), 766–779. https://doi.org/10.1111/j.1467-8624.2010.01529.x
Darling-Hammond, L. (2013). Inequality and school resources: What it will take to close the opportunity gap. In P. L. Carter & K. G. Welner (Eds.), Closing the opportunity gap: What America must do to give every child an even chance (pp. 77–97). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199982981.003.0006
DeCuir, J. T., & Dixson, A. D. (2004). “So when it comes out, they aren’t that surprised that it is there”: Using critical race theory as a tool of analysis of race and racism in education. Educational Researcher, 33(5), 26–31.
Delgado, R., & Stefancic, J. (2001). Critical race theory: An introduction. New York University Press.
Eccles, J. S. (1994). Understanding women’s educational and occupational choices: Applying the Eccles et al. model of achievement-related choices. Psychology of Women Quarterly, 18(4), 585–609. https://doi.org/10.1111/j.1471-6402.1994.tb01049.x
Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53(1), 109–132. https://doi.org/10.1146/annurev.psych.53.100901.135153
Else-Quest, N. M., Mineo, C. C., & Higgins, A. (2013). Mathematics and science attitudes and achievement at the intersection of gender and ethnicity. Psychology of Women Quarterly, 37(3), 293–309. https://doi.org/10.1177/0361684313480694
Epstein, R., Blake, J., & González, T. (2017). Girlhood interrupted: The erasure of Black girls’ childhood. Georgetown Law Center on Poverty and Inequality. https://doi.org/10.2139/ssrn.3000695
Evans, A. B., Copping, K. E., Rowley, S. J., & Kurtz-Costes, B. (2011). Academic self-concept in Black adolescents: Do race and gender stereotypes matter? Self and Identity, 10(2), 263–277. https://doi.org/10.1080/15298868.2010.485358
Evans-Winters, V. E., & Esposito, J. (2010). Other people’s daughters: Critical race feminism and Black girls’ education. Educational Foundations, 24(1–2), 11–24.
Fletcher, T., Ross, M., Tolbert, D., Holly, J., Cardella, M., Godwin, A., & DeBoer, J. (2017). Ignored potential: A collaborative roadmap for increasing African American women in engineering [White paper]. National Society of Black Engineers, Society of Women Engineers, and Women in Engineering ProActive Network. https://diversity.fnal.gov/wp-content/uploads/2018/08/NSBE_IgnoredPotential_Whitepaper_TXT-FINAL.pdf
Ford, D. Y. (1998). The underrepresentation of minority students in gifted education: Problems and promises in recruitment and retention. The Journal of Special Education, 32(1), 4–14. https://doi.org/10.1177/002246699803200102
Ford, D. Y., Collins, K. H., Grantham, T. C., & Moore, J. L. (2021). Equity-based gifted and talented education to increase the recruitment and retention of Black and other underrepresented students. In R. J. Sternberg & D. Ambrose (Eds.), Conceptions of Giftedness and Talent (pp. 141–161). Palgrave Macmillan. https://doi.org/10.1007/978-3-030-56869-6_9
Gadson, C. A., & Lewis, J. A. (2022). Devalued, overdisciplined, and stereotyped: An exploration of gendered racial microaggressions among Black adolescent girls. Journal of Counseling Psychology, 69(1), 14–26. https://doi.org/10.1037/cou0000571
Gholson, M. L., & Wilkes, C. E. (2017). (Mis)taken identities: Reclaiming identities of the “collective Black” in mathematics education research through an exercise in Black specificity. Review of Research in Education, 41(1), 228–252. https://doi.org/10.3102/0091732x16686950
Heaverlo, C. A., Cooper, R., & Lannan, F. S. (2013). STEM Development Predictors for 6th-12th grade girls’ interest and confidence in science and math. Journal of Women and Minorities in Science and Engineering, 19(2), 121–142.
Hines-Datiri, D., & Carter Andrews, D. J. (2020). The effects of zero tolerance policies on Black girls: Using critical race feminism and figured worlds to examine school discipline. Urban Education, 55(10), 1419–1440. https://doi.org/10.1177/0042085917690204
Ibrahim, H., Barnes, D. L., Butler-Barnes, S. T., & Johnson, O., Jr. (2021). Impact of in-school suspension on Black girls’ math course-taking in high school. Social Sciences, 10(7), 272.
Ibrahim, H., & Johnson, O. (2020). School discipline, race–gender and STEM readiness: A hierarchical analysis of the impact of school discipline on math achievement in high school. The Urban Review, 52(1), 75–99.
Ireland, D. T., Freeman, K. E., Winston-Proctor, C. E., DeLaine, K. D., McDonald Lowe, S., & Woodson, K. M. (2018). (Un)hidden figures: A synthesis of research examining the intersectional experiences of Black women and girls in STEM education. Review of Research in Education, 42(1), 226–254. https://doi.org/10.3102/0091732X18759072
Jaxon, J., Lei, R. F., Shachnai, R., Chestnut, E. K., & Cimpian, A. (2019). The acquisition of gender stereotypes about intellectual ability: Intersections with race. Journal of Social Issues, 75(4), 1192–1215.
Jiang, S., Simpkins, S. D., & Eccles, J. S. (2020). Individuals’ mathematics and science motivation and their subsequent STEM choices and achievement in high school and college: A longitudinal study of gender and college generation status differences. Developmental Psychology, 56(11), 2137. https://doi.org/10.1037/dev0001110.supp
Johnson-Ahorlu, R. N. (2013). “Our biggest challenge is stereotypes”: Understanding stereotype threat and the academic experiences of African American undergraduates. The Journal of Negro Education, 82(4), 382–392. https://doi.org/10.7709/jnegroeducation.82.4.0382
Joseph, N. M. (Ed.). (2020). Understanding the Intersections of Race, Gender, and Gifted Education: An Anthology by and about Talented Black Girls and Women in STEM. Information Age Publishing.
Joseph, N. M. (2021). Black feminist mathematics pedagogies (BlackFMP): A curricular confrontation to gendered antiblackness in the US mathematics education system. Curriculum Inquiry, 51(1), 75–97. https://doi.org/10.1080/03626784.2020.1813002
Joseph, N. M., Hailu, M., & Boston, D. (2017). Black women’s and girls’ persistence in the P–20 mathematics pipeline: Two decades of children, youth, and adult education research. Review of Research in Education, 41(1), 203–227. https://doi.org/10.3102/0091732x16689045
Joseph, N. M., Hailu, M. F., & Matthews, J. S. (2019). Normalizing Black girls’ humanity in mathematics classrooms. Harvard Educational Review, 89(1), 132–155. https://doi.org/10.17763/1943-5045-89.1.132
Kelly, D. J., Quinn, P. C., Slater, A. M., Lee, K., Gibson, A., Smith, M., Ge, L., & Pascalis, O. (2005). Three‐month‐olds, but not newborns, prefer own‐race faces. Developmental Science, 8(6), F31–F36. https://doi.org/10.1111/j.1467-7687.2005.0434a.x
King, N. S. (2022). Black girls matter: A critical analysis of educational spaces and call for community-based programs. Cultural Studies of Science Education, 17(1), 53–61.
King, N. S., & Pringle, R. M. (2019). Black girls speak STEM: Counterstories of informal and formal learning experiences. Journal of Research in Science Teaching, 56(5), 539–569. https://doi.org/10.1002/tea.21513
Kurtz-Costes, B., Copping, K. E., Rowley, S. J., & Kinlaw, C. R. (2014). Gender and age differences in awareness and endorsement of gender stereotypes about academic abilities. European Journal of Psychology of Education, 29(4), 603–618. https://doi.org/10.1007/s10212-014-0216-7
Kurtz-Costes, B., Rowley, S. J., Harris-Britt, A., & Woods, T. A. (2008). Gender stereotypes about mathematics and science and self-perceptions of ability in late childhood and early adolescence. Merrill-Palmer Quarterly, 54(3), 386–409. https://doi.org/10.1353/mpq.0.0001
Ladson-Billings, G., & Tate, W. F. (1995). Toward a critical race theory of education. Teachers College Record, 97(1), 47–68.
Lane, K. A., Goh, J. X., & Driver-Linn, E. (2012). Implicit science stereotypes mediate the relationship between gender and academic participation. Sex Roles, 66(3–4), 220–234. https://doi.org/10.1037/e527772014-437
Lei, R. F., Leshin, R. A., & Rhodes, M. (2020). The development of intersectional social prototypes. Psychological Science, 31(8), 911–926. https://doi.org/10.1177/0956797620920360
Lewis, J. A., & Neville, H. A. (2015). Construction and initial validation of the Gendered Racial Microaggressions Scale for Black women. Journal of Counseling Psychology, 62(2), 289. https://doi.org/10.1037/e655192011-001
Martin, D. B. (2000). Mathematics success and failure among African-American youth: The roles of sociohistorical context, community forces, school influence, and individual agency. Routledge.
Master, A. (2021). Gender stereotypes influence children’s STEM motivation. Child Development Perspectives, 15(3), 203–210.
McGee, E. O., & Martin, D. B. (2011). “You would not believe what I have to go through to prove my intellectual value!” Stereotype management among academically successful Black mathematics and engineering students. American Educational Research Journal, 48(6), 1347–1389. https://doi.org/10.3102/0002831211423972
McKown, C., & Weinstein, R. S. (2003). The development and consequences of stereotype consciousness in middle childhood. Child Development, 74(2), 498–515. https://doi.org/10.1111/1467-8624.7402012
Miller, D. I., Nolla, K. M., Eagly, A. H., & Uttal, D. H. (2018). The development of children’s gender‐science stereotypes: A meta‐analysis of 5 decades of US draw‐a‐scientist studies. Child Development, 89(6), 1943–1955. https://doi.org/10.1111/cdev.13039
Mims, L. C., & Williams, J. L. (2020). “They told me what I was before I could tell them what I was”: Black girls’ ethnic-racial identity development within multiple worlds. Journal of Adolescent Research, 35(6), 754–779. https://doi.org/10.1177/0743558420913483
Morton, C., & Smith-Mutegi, D. (2022). Making “it” matter: Developing African-American girls and young women’s mathematics and science identities through informal STEM learning. Cultural Studies of Science Education, 17(1), 39–52.
Morton, T. R., Miles, M. L., Roby, R. S., & Ortiz, N. A. (2022). “All we wanna do is be free”: Advocating for Black liberation in and through K-12 science education. Journal of Science Teacher Education, 33(2), 131–153. https://doi.org/10.1080/1046560X.2021.2008096
Morton, T. R., & Parsons, E. C. (2018). #BlackGirlMagic: The identity conceptualization of Black women in undergraduate STEM education. Science Education, 102(6), 1363–1393. https://doi.org/10.1002/sce.21477
Morris, E. W. (2007). “Ladies” or “loudies”? Perceptions and experiences of Black girls in classrooms. Youth & Society, 38(4), 490–515. https://doi.org/10.1177/0044118x06296778
Morris, E. W., & Perry, B. L. (2017). Girls behaving badly? Race, gender, and subjective evaluation in the discipline of African American girls. Sociology of Education, 90(2), 127–148. https://doi.org/10.1177/0038040717694876
Morris, M. (2016). Pushout: The criminalization of Black girls in schools. New Press.
Nasir, N. I. S., McKinney de Royston, M., O’Connor, K., & Wischnia, S. (2017). Knowing about racial stereotypes versus believing them. Urban Education, 52(4), 491–524. https://doi.org/10.1177/0042085916672290
National Center for Education Statistics. (2020). Integrated postsecondary education data system (IPEDS), Fall 2010 through Fall 2019, Completions component [Data set]. U.S. Department of Education. https://nces.ed.gov/programs/digest/d20/tables/dt20_318.45.asp
National Center for Education Statistics. (2021). Table 318.45: Number and percentage distribution of science, technology, engineering, and mathematics (STEM) degrees/certificates conferred by postsecondary institutions, by race/ethnicity, level of degree/certificate, and sex of student: 2010–11 through 2019–20 [Data set]. U.S. Department of Education. Accessed October 27, 2022, https://nces.ed.gov/programs/digest/d21/tables/dt21_318.45.asp
National Center for Science and Engineering Statistics. (2021). Women, minorities, and persons with disabilities in science and engineering: 2021. Employed scientists and engineers, by ethnicity, race, occupation, highest degree level, and sex; 2019– Data table 9.7 [Data set]. National Science Foundation. https://ncses.nsf.gov/pubs/nsf21321/report/occupation
National Science Board. (2021). Elementary and secondary STEM education. Science and engineering indicators 2022 (NSB-2021-1) [Data set]. National Science Foundation. https://ncses.nsf.gov/pubs/nsb20211/
National Science Board. (2016). Science and engineering indicators 2016 (NSB-2016-1) [Data set]. National Science Foundation. https://www.nsf.gov/statistics/2016/nsb20161/#/report
National Women’s Law Center. (2022). 2017–2018 Suspension rates for girls of color [Data set]. https://nwlc.org/resource/2017-18-suspension-rates-for-girls-of-color-by-state/
Nosek, B. A., Smyth, F. L., Sriram, N., Lindner, N. M., Devos, T., Ayala, A., Bar-Anan, Y., Bergh, R., Cai, H., Gonsalkorale, K., Kesebir, S., Maliszewski, N., Neto, F., Olli, E., Park, J., Schnabel, K., Shiomura, K., Tulbure, B. T., Wiers, R. W., ... Greenwald, A. G. (2009). National differences in gender–science stereotypes predict national sex differences in science and mathematics achievement. Proceedings of the National Academy of Sciences, 106(26), 10593–10597. https://doi.org/10.1073/pnas.0809921106
Obiomon, P. H., Tickles, V. C., Wowo, A. H., & Holland-Hunt, S. (2007). Advancement of women of color in science, technology, engineering, and mathematics (STEM) disciplines. Faculty Resource Network.
Office of Civil Rights. (2016). 2013–2014 Civil Rights Data Collection, A first look: Key data highlights on equity and opportunity gaps in our nation’s public schools. U.S. Department of Education. https://ocrdata.ed.gov/assets/downloads/2013-14-first-look.pdf
Office of Civil Rights. (2018). 2017–18 Civil Rights Data Collection. U.S. Department of Education. https://ocrdata.ed.gov
Okeke, N. A., Howard, L. C., Kurtz-Costes, B., & Rowley, S. J. (2009). Academic race stereotypes, academic self-concept, and racial centrality in African American youth. Journal of Black Psychology, 35(3), 366–387. https://doi.org/10.1177/0095798409333615
Onyeka-Crawford, A., Patrick, K., & Chaudhry, N. (2017). Let her learn: Stopping school pushout for girls of color. National Women’s Law Center. https://nwlc.org/wp-content/uploads/2017/04/final_nwlc_Gates_GirlsofColor.pdf
Opara, I., Weser, V., Sands, B., Fernandes, C. S. F., Hussett-Richardson, S., & Hieftje, K. (2022). Feeling invisible and unheard: A qualitative exploration of gendered-racist stereotypes influence on sexual decision making and mistreatment of Black teen girls. Youth & Society, 54(4), 527–546.
Pinkard, N., Erete, S., Martin, C. K., & McKinney de Royston, M. (2017). Digital youth divas: Exploring narrative-driven curriculum to spark middle school girls’ interest in computational activities. Journal of the Learning Sciences, 26(3), 477–516.
Pringle, R. M., Brkich, K. M., Adams, T. L., West‐Olatunii, C., & Archer‐Banks, D. A. (2012). Factors influencing elementary teachers’ positioning of African American girls as science and mathematics learners. School Science and Mathematics, 112(4), 217–229. https://doi.org/10.1111/j.1949-8594.2012.00137.x
Quinn, P. C., Yahr, J., Kuhn, A., Slater, A. M., & Pascalis, O. (2002). Representation of the gender of human faces by infants: A preference for female. Perception, 31(9), 1109–1121. https://doi.org/10.1068/p3331
Rogers, L. O., Butler Barnes, S., Sahaguian, L., Padilla, D., & Minor, I. (2021). #BlackGirlMagic: Using multiple data sources to learn about Black adolescent girls’ identities, intersectionality, and media socialization. Journal of Social Issues, 77(4), 1282–1304. https://doi.org/10.1111/josi.12483
Rogers, L. O., & Butler‐Barnes, S. T. (2022). “[E]ven though we don’t have everything…We build our own thing”: Exploring Black girl space. Journal of Research on Adolescence, 32(1), 49–68. https://doi.org/10.1111/jora.12697
Settles, I. H. (2006). Use of an intersectional framework to understand Black women’s racial and gender identities. Sex Roles, 54(9), 589–601. https://doi.org/10.1007/s11199-006-9029-8
Simpkins, S. D., Davis-Kean, P. E., & Eccles, J. S. (2006). Mathematics and science motivation: A longitudinal examination of the links between choices and beliefs. Developmental Psychology, 42(1), 70. https://doi.org/10.1037/0012-1649.42.1.70
Smith-Evans, L., George, J., Graves, F. G., Kaufmann, L. S., & Frohlich, L. (2014). Unlocking opportunity for African American girls: A call to action for educational equity. National Women’s Law Center.
Spencer, M. B. (1995). Old issues and new theorizing abut African American youth: A phenomenological variant of ecological systems theory. In R. L. Taylor (Ed.), Black youth: Perspectives on their status in the United States (pp. 37–69). Praeger.
Spencer, M. B. (2006). Phenomenology and ecological systems theory: Development of diverse groups. In R. M. Lerner & W. Damon (Eds.), Handbook of child psychology: Theoretical models of human development (pp. 829–893). John Wiley & Sons Inc.
Spencer, M. B., Dupree, D., & Hartmann, T. (1997). A phenomenological variant of ecological systems theory (PVEST): A self-organization perspective in context. Development and Psychopathology, 9(4), 817–833. https://doi.org/10.1017/s0954579497001454
Starr, C. R., & Leaper, C. (2019). Do adolescents’ self-concepts moderate the relationship between STEM stereotypes and motivation? Social Psychology of Education, 22(5), 1109–1129. https://doi.org/10.1007/s11218-019-09515-4
Starr, C. R., & Simpkins, S. D. (2021). High school students’ mathematics and science gender stereotypes: Relations with their STEM outcomes and socializers’ stereotypes. Social Psychology of Education, 24(1), 273–298. https://doi.org/10.1007/s11218-021-09611-4
Steele, C. M., & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African Americans. Journal of Personality and Social Psychology, 69(5), 797. https://doi.org/10.1037/0022-3514.69.5.797
Stokes, M. N., Hope, E. C., & Cryer-Coupet, Q. R. (2020). Black girl blues: The roles of racial socialization, gendered racial socialization, and racial identity on depressive symptoms among Black girls. Journal of Youth and Adolescence, 49(11), 2175–2189. https://doi.org/10.1007/s10964-020-01317-8
Thomas, A. J., Hacker, J. D., & Hoxha, D. (2011). Gendered racial identity of Black young women. Sex Roles, 64(7–8), 530–542. https://doi.org/10.1007/s11199-011-9939-y
Thomas, A. J., Hoxha, D., & Hacker, J. D. (2013). Contextual influences on gendered racial identity development of African American young women. Journal of Black Psychology, 39(1), 88–101. https://doi.org/10.1177/0095798412454679
Thomas, A. J., & King, C. T. (2007). Gendered racial socialization of African American mothers and daughters. The Family Journal, 15(2), 137–142. https://doi.org/10.1177/1066480706297853
Thomas, A. J., Witherspoon, K. M., & Speight, S. L. (2008). Gendered racism, psychological distress, and coping styles of African American women. Cultural Diversity and Ethnic Minority Psychology, 14(4), 307–314. https://doi.org/10.1037/1099-9809.14.4.307
Toldson, I. A., & Esters, L. L. (2012). The quest for excellence: Supporting the academic success of minority males in science, technology, engineering, and mathematics (STEM) disciplines. Association of Public and Land-grant Universities. http://hdl.voced.edu.au/10707/328713
Townsend, T. G., Neilands, T. B., Thomas, A. J., & Jackson, T. R. (2010). I’m no Jezebel; I am young, gifted, and Black: Identity, sexuality, and Black girls. Psychology of Women Quarterly, 34(3), 273–285. https://doi.org/10.1111/j.1471-6402.2010.01574.x
Velez, G., & Spencer, M. B. (2018). Phenomenology and intersectionality: Using PVEST as a frame for adolescent identity formation amid intersecting ecological systems of inequality. New Directions for Child and Adolescent Development, 2018(161), 75–90.
Wang, M. T., & Degol, J. (2013). Motivational pathways to STEM career choices: Using expectancy–value perspective to understand individual and gender differences in STEM fields. Developmental Review, 33(4), 304–340. https://doi.org/10.1016/j.dr.2013.08.001
Wang, M. T., Henry, D. A., Wu, W., Toro, J. D., & Huguley, J. P. (2022). Racial stereotype endorsement, academic engagement, mindset, and performance among Black and White American adolescents. Journal of Youth and Adolescence, 51(5), 984–1001. https://doi.org/10.1007/s10964-022-01587-4
Wang, M. T., Ye, F., & Degol, J. L. (2017). Who chooses STEM careers? Using a relative cognitive strength and interest model to predict careers in science, technology, engineering, and mathematics. Journal of Youth and Adolescence, 46(8), 1805–1820. https://doi.org/10.1007/s10964-016-0618-8
Way, N., Hernández, M. G., Rogers, L. O., & Hughes, D. L. (2013). “I’m not going to become no rapper”: Stereotypes as a context of ethnic and racial identity development. Journal of Adolescent Research, 28(4), 407–430. https://doi.org/10.1177/0743558413480836
Williams, M. G., & Lewis, J. A. (2021). Developing a conceptual framework of Black women’s gendered racial identity development. Psychology of Women Quarterly, 45(2), 212–228. https://doi.org/10.1177/0361684320988602
Wing, A. K. (Ed.). (1997). Critical race feminism: A reader. NYU Press.
Wolf, L. (2015). The STEM teacher drought: Cracks and disparities in California’s mathematics and science teacher pipeline. Education Trust-West.
Wright, C., Likely, R., Allen-Handy, A., & Flowers, A. (2021). “I am able to have a different lens and different approach”: A critical examination of how Black female engineering teachers utilize and create counternarratives. Journal of African American Women and Girls in Education, 1(2), 119–140.
Authors retain copyright control of articles published in the journal. Reprints cannot be granted for articles in new issues. Except in these cases, those who wish to reprint articles, large excerpts, figures, graphs, tables, or images should contact authors directly. When referencing any published articles from this online journal, JAAWGE is to be credited as the publication outlet. We suggest including the URL link to JAAWGE. Permission to copy an article is provided to all subscribers, but cannot be sold, except by its author(s). Authors are free to disseminate and post their articles.