This study investigated how a STEM outreach program, focused on promoting adolescent girls' interests in STEM, augmented parents' and teachers' (adults) perceptions of doxa (socialization that enhances or stymies girls' STEM interests) after the event, at home and school, respectively. To this end, we provided participating adults with in-event STEM experiences (e.g., participating in STEM activities and interacting with women STEM professionals) and tools (e.g., an activity-based STEM kit) to enhance STEM capital and habitus. Twenty-five adults participated in a post-event open-ended questionnaire and three-month post-event follow up interview. Data were parsed by race (White) and ethnicity (Hispanic) and then coded inductively and deductively using a framework to examine gendered perceptions for STEM. Findings suggest adults found value in the event to nurture girls' STEM interests and preparing girls for STEM futures; yet only four of the sampled adults chose extended STEM experiences by using the provided kit. The significance of this work suggests that adults, regardless of race or ethnicity, require more generative informal experiences with STEM capital and habitus (e.g., hands-on experiences to model at home, information on varied STEM careers) to shift their perceptions of girls' experiences in STEM (doxa) to actively promote girls' interests in STEM and STEM careers.