This forum paper dialogues with Crystal Morton and Demetrice Smith-Mutegi's "Making it matter: Developing African American girls and young women's mathematics and science identities through informal STEM learning." Their article unveils the experiences of participants in Girls STEM Institute, and how they challenged beliefs about their ability to perform in science and mathematics. I extend the discussion to explore the importance of access through community-based initiatives and stand on the premise that we will continue to oxygenate master narratives and perpetuate inequities if the structure and function of our programs fail to challenge the status quo. Therefore, this paper serves as a call to action to: (1) recognize and address spirit murdering from teachers and authority figures who dismiss the abilities of Black girls to perform in STEM; (2) create humanizing spaces within schools and the larger community for Black girls to access STEM with authenticity; and (3) leverage the multidimensional identities of Black girls in ways that validate their cultural resources and brilliance. When we commit ourselves to creating more equitable learning spaces in STEM, then our actions will align with our responsibility to make Black girls matter. [For "Making It Matter: Developing African-American Girls and Young Women's Mathematics and Science Identities through Informal STEM Learning," see EJ1332932.]