This research model uses an emancipatory approach to address challenges of equity in the science, technology, engineering, and math (STEM) workforce. Serious concerns about low minority participation callfor arigorous evaluation of new pedagogical methods that effectively prepares underrepresented groups for the increasingly digital world. The inability to achieve STEM workforce diversity goals is attributed to the failure of the academic pipeline to maintain a steady flow of underrepresented minority students. Formal curriculum frequently results in under-preparedness and a professional practices gap. Exacerbating lower performance are fragile communities where issues such as poverty, single-parent homes, incarceration, abuse, and homelessness disengage residents. Since data shows that more minorities have computing and engineering degrees than work in the field [1], this discussions explores how educational institutions can critically examine social and political realities that impede STEM diversity while capturing cultural cues that identify personal barriersamongst underrepresented groups.