In this chapter, we argue that intersectionality is a theoretical and methodological framework by which education researchers can critically examine why and how students in STEM fields who are members of intersecting marginalized groups have distinctive experiences related to their social identities, other psychological processes, and educational outcomes. Taken separately, the bodies of education research focused on the experiences of Black students and female students in STEM fields often render Black women and girls "hidden figures" in that they have not sufficiently addressed their simultaneous racialized and gendered experiences in educational contexts. Additionally, we find that the current discourse on intersectionality is limited in that it does not attend to key psychological processes associated with identity and the intersectional experience in STEM education. We take a theoretical and methodological approach to examining intersectionality in STEM education and provide a new interpretation of the literature on Black women and girls in this social context. A synthesis of (N = 60) research studies revealed that (1) identity;(2) STEM interest, confidence, and persistence; (3) achievement, ability perceptions, and attributions; and (4) socializers and support systems are key themes within the experiences of Black women and girls in STEM education. Our analysis also highlights the ways that researchers have employed intersectionality to make the experiences of Black women and girls in STEM education more visible, or "unhidden." We discuss these findings 759072R REXXX10.3102/0091732X18759072Review of Research in EducationIreland et al.: Experiences of Black Women and Girls in STEM research-article2018

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In the field of psychology, deficit theoretical frameworks for studying African-American students dominate mainstream psychological theorizing and research. This is particularly the case within research explaining the academic achievement gap between African-American and White students. The aims of the present study are to adopt a culturally responsive theoretical framework to study one of the most widely used explanations for the African-American achievement gap, ''the 'acting White' hypothesis,'' as well as to further interrogate the more globally generalizable concept of ''raceacting'' and what specifically it means to ''act Black.'' The data were generated from an open-ended survey question as part of a larger longitudinal mixed-method study. One hundred and fifteen African-American middle school students participated. Researchers used a thematic content analysis to systematically analyze the data and concluded, based on their multiple interpretations, that the meaning of race-acting is varied and complex. Academic Intelligence was discovered as a prominent and affirmative theme for what it means to these adolescents to ''act Black'' and, with the exception of two themes (i.e., Ghetto and Superiority), what it means to these adolescents to ''act Black'' and to ''act White'' was the same. One implication of the study is that the concept of ''race-acting'' has utility for guiding future theoretical and methodological development about

The purpose the present study is to explore African American undergraduate students' perceptions of their experiences and academic motivation within a Historically Black College or University (HBCU) learning environment. As part of a larger study, we collected 212 open-ended survey responses from first year students in STEM majors about how the HBCU context shapes their academic motivation. We used semantic thematic data analysis and found three major themes and corresponding sub themes that were salient in the development of students' academic motivation: place (institutional climate, HBCU mission and tradition, and absence of marginalization); pedagogy (culturally relevant pedagogy, positive faculty-student relationships, African American curriculum and instruction, racial socialization); and people (people “like me”; student, faculty and alumni models of high achieving African Americans). We discovered that HBCU institutional factors engendered academic motivation that is rooted in students' racial identity and suggest the construct of racial identity-rooted academic motivation. Given the important and unique realities of African American students that impact their educational experiences, engagement, identity development, and achievement in various types of school contexts, self and sociocultural variables must be included in research and theory on the motivational psychology of African American students. Implications for higher education practice and future research are discussed.

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