Storytelling in chemistry as a pedagogical tool provides an alternative learning format for students to discover more about the people behind STEM (Science, Technology, Engineering, and Mathematics) innovations that impact our society. However, there is a dearth in the literature on what influence storytelling pedagogy could have on STEM classroom. Our study examines the influence of storytelling as a pedagogical tool on students' understanding of the importance of JDEI (Justice, Diversity, Equity, and Inclusion) in a social seminar course with the theme "Equity and History of Science." Our storytelling study has a small sample size with 13 students pursuing STEM majors. We describe the impact of screening four narrative films celebrating the significant contributions of chemists Professor Alice Augusta Ball, Dr. Saint Elmo Brady, Dr. Percy Lavon Julian, and Dr. Bettye Washington Greene in the social science seminar course. Our framework is aligned with Bell and Roberts' Storytelling Project (STP)Model, which focuses on creating a counter-storytelling community and using various story types (stock stories, concealed stories, resistance stories, and emerging/transformative stories) for engagement. Our study examined the complex interaction of many factors in the course, such as narrative films watched, student reflections on narrative films, in-class activities related to films and course readings, focus group interviews with students in the course, and an individual interview with the course instructor. Our results suggest that these films had a positive influence on all students in the course as it relates to representation in STEM, bridging of JDEI, and chemistry concepts. By learning about the stories of these chemists, it made learning more engaging and realistic, and critical thinking thrived. We will also discuss a practical example of how STEM faculty can use strategies that leverage popular films such as Marvel Studios' "Black Panther," where the fictional element vibranium (Vb)is an important protagonist for student engagement in chemistry. Our study has potentially global relevance for practice as it relates to teaching pedagogy in STEM classrooms and the retention of students of color pursuing STEM majors.