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This article explores issues related to science, technology, engineering, and mathematics (STEM), participation and underrepresentation specifically in regard to women of African descent. Drawing from a larger qualitative, grounded case study, the article examines the experiences of Panamanian Afro Caribbean women in STEM and their successful navigation of race and gender barriers related to education and employment in STEM. Ogbu and Banks are used to inform the discussion regarding the formation of group identity. Data were collected and triangulated by interviews, surveys, observations, and documents. The findings revealed that socio-cultural values and strategies from their Caribbean community provided the support needed to build a positive self-identity. In addition, middle-class values that included educational attainment and hard work further supported their persistence through STEM education and their participation in STEM careers. A new model, the Self-Actualization Model (SAM), emerged as graphic representation for presenting the findings.

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10.5590/JERAP.2021.11.1.18Science process skills were scaffolded throughout instruction over the ten-week program. The culminating project included the development, design, and testing of their own independent science fair project. The results reflect an increase in students’ self-efficacy which was evidenced by the students’ preparation and presentation of their projects in the science fair.