While nearly half (40%) of Black students leave STEM disciplines, and racialized and gendered social and environmental factors play a role in STEM pathways of Black women, less known is how relationships and critical social capital facilitate undergraduate STEM success. Using a critical narrative approach, we explored how strong relationships at Spelman College helped Black women thrive in STEM degree programs at HBCUs and beyond. Findings focused on three out of 105 narratives suggest that Black women strategically created dynamic webs of support that included families, faculty, and administrators in and out of STEM disciplines, often leading to increased opportunities and a greater likelihood of persistence.

虽然近一半 (40%) 的黑人学生离开 STEM 学科，并且种族化和性别化的社会和环境因素在黑人女性的 STEM 道路上发挥着作用，但鲜为人知的是，人际关系和关键社会资本如何促进本科生 STEM 的成功。我们采用批判性叙事方法，探讨了斯佩尔曼学院的牢固关系如何帮助黑人女性在 HBCU 及其他地方的 STEM 学位课程中茁壮成长。针对 105 个叙述中的三个的调查结果表明，黑人女性战略性地创建了动态的支持网络，其中包括 STEM 学科内外的家庭、教师和管理人员，这通常会带来更多的机会和更大的坚持下去的可能性。