This qualitative study draws from an after-school service project conducted by three research professors located in the Southeastern United States. Students from a local Boys and Girls Club were given an opportunity to participate in an integrated literacy, science, and mathematics program. The program was geared towards African American students who are underrepresented in science, technology, engineering, and mathematics (STEM). Bandura's (1995) self-efficacy theory is used as a lens to analyze the effects of the social justice education strategies used in the program. The curriculum was anchored using science process skills that incorporate literature and portray scientists as role models who look like the students. This strategy was used to combat stereotype threats regarding African American intelligence and STEM ability that challenge STEM membership.