In understanding the systemic effects of White supremacist patriarchal ideologies on the experiences of Black girls and Black women in schools, one must begin with a critical examination of the behavioral practices that govern public spaces in which Black girls and Black women live and learn. Therefore, here we discuss the effects of these White…

Background: Traditional mathematics logics lead to inequities that reproduce narratives such as the myths of racialized and gendered hierarchies of mathematical ability (Hottinger, 2016; Martin, 2009). Black girls sit at the bottom of both racialized and gendered hierarchies; however, research over the past decade has provided evidence that Black…

Background or Context: Middle-school Girls of Color experience complex systems of relationships, structures, and situations in and out of school spaces. Their experiences, however, are often at the margins or excluded from middle school curricula and after-school programming. In this article, we focus on how young women engage with chisme to…

The purpose of this qualitative case study was to explore how an after-school program that infused Maker education influenced Midwestern U.S. middle school youths' attitudes toward science. The researchers conducted pre- and post-interviews with six students from non-dominant backgrounds as well as the teacher, and also administered attitudinal…

Purpose: The purpose of this paper is to explore Somos Escritoras, a creative space and writing workshop, for Latina adolescent girls (grades 6-8), as a program that supports not only writing and literacy development of girls, but also their college going identities. Design/methodology/approach: This is a case study focused on the experiences of…

Background: To attend to the social production of girls of color in science through the lens of history in person and local contentious practice, we propose a relational and nonrepresentational reading of STEM pathways. We invoke the conceptual lenses of wayfaring, knots, and meshwork to highlight the infinite ways of figuring science and becoming…

Purpose: There is a critical need to understand how to attract Black girls and other girls of color to the science, technology, engineering, math, and computer science (STEM+CS) field. This study aims to look at the design and implementation of a CS learning ecosystem that supports girls of color in acquiring critical CS skills starting in middle…

Background: Adolescent girls are at an increased risk of low physical activity and the associated health consequences. Girls Can Move!, an after-school intervention guided by social cognitive theory, was designed to increase physical activity. Purpose: To examine the feasibility and initial effectiveness of Girls Can Move! Methods The 8-week…

Women and racially and ethnically minoritized populations are underrepresented in science, technology, engineering, and mathematics (STEM). Out-of-school time programs like summer camps can provide positive science experiences that may increase self-efficacy and awareness of STEM opportunities. Such programs often use the same high-impact…

Through an exploration of an afterschool writing club for middle school girls of Color (GOC), this article puts forth the argument that GOC consistently leverage incisive critiques of schooling through multiple literacies, including embodied and experiential ways of knowing and communicating. However, oftentimes, these critiques are ignored…

The paper investigates reputational status dynamics (coolness and popularity) in a Hungarian primary school sample. The data derives from an emergent mixed methods research study, where one wave of a panel data collection (N = 754) was complemented with focus group interviews (N = 144) among sixth grade students (age 12-13). The quantitative…

Black girls face the challenge of developing a healthy sense of self because of racism and sexism in school settings. Building on extant literature, this study examines a sample of socioeconomically diverse Black girls' in predominately White, Black, and racially and ethnically diverse school settings. Data collection included focus groups with…

Science education in the United States has endured substantial reform due to national needs for a bolstered, more diverse science, technology, engineering, and mathematics workforce. Recent reform efforts call for students to be engaged in scientific inquiry through the practices of scientists and engineers. Opportunity gaps exist in science…

Disabled girls of color have unique intersectional schooling experiences. Yet, they are underrepresented in educational research, and often unheard. Grounded in Disability Critical Race Theory and sociocultural learning theory, this study expands current understandings of how academic and social opportunities are afforded or constrained in schools…

Underrepresentation of female students and specific racial/ethnic groups persists in STEM despite decades of intervention. Evidence suggests a need to encourage interest in STEM fields at the middle-school level. Adolescent career aspirations are influenced by exposure to role models and mindsets, such as a sense of perceived personal capacity.…