Both K-12 schools and STEM disciplines are embedded in White supremacy and exclusion, making it that much harder for Black women to maintain an interest and sense of belonging in STEM. Through a Critical Race Feminism methodology, we tell the counterstories of our two co-authors, two Black women, over the course of their lives. Through these counterstories (stories that run counter to normative stories of STEM as male and White), Kelli and Samantha show us how they negotiated and maintained a sense of belonging in STEM even through moments of self-doubt in their STEM trajectory. These negotiations allowed them to carve a space for themselves within STEM. A key finding from these counterstories was the resilience both women developed through their participation in counterspaces and support from family and teachers that helped them develop pride in their STEM identity trajectories. Our study adds to the research on Black women's journeys in STEM by describing resilience strategies that our authors were forced to develop in response to White supremacy and how they were able to maintain their STEM identity by creating a counterstory that allowed them to maintain their sense of belonging within STEM. And yet, we conclude by asking if resilience is enough since both women questioned their authentic and valued place in their respective STEM disciplines because of the dominant storyline of STEM as White and male. Their stories reveal the deeper truth that change is needed in STEM to empower students of color to see themselves as not just tolerated but valued members of the discipline.

中文翻译：

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#韧性对于 STEM 领域的黑人女性来说是不够的：两名年轻黑人女性成为 STEM 人的反面故事

K-12 学校和 STEM 学科都根植于白人至上和排斥之中，这使得黑人女性更难保持对 STEM 的兴趣和归属感。通过批判种族女权主义方法论，我们讲述了我们的两位合著者（两位黑人女性）一生的反面故事。通过这些反故事（与男性和白人 STEM 的规范故事背道而驰的故事），Kelli 和 Samantha 向我们展示了他们如何在 STEM 轨迹中的自我怀疑时刻协商并保持 STEM 归属感。这些谈判使他们能够在 STEM 中为自己开辟一席之地。这些反故事的一个重要发现是，两位女性通过参与反空间以及家人和老师的支持而发展出了韧性，这帮助她们对自己的 STEM 身份轨迹感到自豪。我们的研究增加了对黑人女性在 STEM 旅程的研究，描述了我们的作者为应对白人至上而被迫制定的弹性策略，以及她们如何通过创造一个反故事来维持自己的 STEM 身份，使她们能够保持自己的 STEM 意识。属于STEM。然而，我们最后会问，弹性是否足够，因为两位女性都质疑自己在各自 STEM 学科中的真实和有价值的地位，因为 STEM 的主导故事情节是白人和男性。他们的故事揭示了更深层次的事实：STEM 需要变革，让有色人种学生能够将自己视为该学科中不仅被容忍而且受到重视的成员。