Date of Award

Spring 2026

Document Type

Open Access Dissertation

Department

Educational Studies

First Advisor

Bridget Miller

Abstract

The underrepresentation of Black women in science, technology, engineering, and mathematics (STEM) fields remains a persistent concern in education and the workforce. Research suggests that students’ beliefs about their ability to succeed in STEM, referred to here as STEM self-efficacy, may play a critical role in shaping STEM interest, persistence, and career pathways. Grounded in Bandura’s self-efficacy theory and informed by Culturally Relevant Pedagogy and Intersectionality, this study examined the impact of a targeted intervention designed to support and strengthen STEM self-efficacy among Black middle school girls. Using a mixed-methods approach, the study investigated changes in participants’ STEM self-efficacy following participation in the STEM Girl Magic intervention and explored how participants described their experiences engaging with culturally responsive STEM learning activities. These activities included a hands-on escape room designed to build community among these learners, a movie featuring Black women in STEM overcoming hardships, and interviews, journal prompts, and surveys taken before and following the intervention. Quantitative data were collected using pre- and post-intervention STEM self-efficacy surveys, while qualitative data were gathered through participant reflections and interviews to capture perceptions of confidence, engagement, and future STEM participation. Findings indicated that participants demonstrated increased STEM self-efficacy following the intervention, with qualitative themes highlighting the importance of representation, supportive learning environments, and hands-on STEM experiences in fostering STEM self-efficacy. Results of this study contribute to the growing body of research on culturally responsive STEM interventions and provide practical implications for educators, school leaders, and program developers seeking to expand equity-centered STEM opportunities for historically marginalized learners. Recommendations for practice and future research are provided to support sustained growth in STEM participation and persistence for Black girls in school settings.

Rights

© 2026, Rajdeep Young

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