This article examines how three African American girls, ages 10 to 18, used journaling and interviews to better understand science, technology, engineering, and mathematics (STEM) as part of their literate identities. Drawing on prior work about literate identities, the authors introduce the concept of literate intersectional identities, which describes how participants’ diverse histories, literacies, and identities traverse categories, communities, genres, and modes of meaning within the context of a STEAM workshop. The authors employed open and thematic coding to analyze the girls’ journal entries in an effort to answer a question: In what ways do African American girls’ journal writings and interviews about STEM reflect and influence their literate identities in a digital app coding workshop? Findings reveal how their writings about race, access, and the underrepresentation of women of color in STEM helped them make sense of their self-assurance, self-awareness, and agency as girls of color interested in STEM careers.

Against the backdrop of historical and present-day anti-Asian racism, we remember, retell, and reflect on the formative experiences in the development of our critical perspectives on our racialization as Asian(American) women. In this article, we theoretically lean into Asian Critical Theory and proximity to whiteness. Methodologically, we use Autoethnographic Sister Circles to engage in a continual discursive process of individual and collaborative (counter)storytelling. We present our “findings” in the form of a dialogic spiral that embodies the messy conversations, spirit, wisdom, and care present in our sister circles. Through our work, we call on institutions and spaces of power to make a concerted effort in establishing dialogic spaces, physically and virtually, for individuals with marginalized identities. We also invite other Women of Color scholars to be in community and conversation with us through doing autoethnographic research that is authentic to them using various modal, cultural, linguistic, and land/location/time-specific methods/methodologies.

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The book, Invisible Asians: Korean American Adoptees, Asian American Experiences, and Racial Exceptionalism, explores the personal narratives and histories of adult adoptees who were born between 1949 and 1983 and who were adopted from Korea by White parents. Using oral history ethnography, Nelson (2016) seeks to correct, complicate, and contribute to current discussions about transnational adoptions. In this book review, the author provides an overview, a personal reflection, and recommendations for potential audiences of this book.