“It is what it is”: Using Storied‐Identity and intersectionality lenses to understand the trajectory of a young Black woman's science and math identities

Abstract

Abstract Science, technology, engineering, and mathematics (STEM) identity has become a popular lens in science education research. However, few studies have looked at how using the interpersonal, structural, cultural, and disciplinary domains of power sheds light on how women of color differently navigate the various cultures of formal and informal schooling as well as college science and math departments. This paper uses narrative inquiry methodology to examine how a young Black woman constructs science and math identities through stories about her previous experiences becoming a science and math person. By also framing it within intersectionality and employing a storied‐identity lens, this study provides insight into how stories that shape identities inform her science and math identities. Specifically, this study looked at how she navigated the emotions and social experiences that fostered an interwoven storied science, math, and racial identity across different times, spaces, and settings. It highlights how a strong sense of belonging in her science and math trajectories was positively influenced through various sources and moments of recognition from community influences (e.g., family, peers, and faculty) and structural disruptions (e.g., the HBCU she attended and STEM camp). Despite negative emotions of self‐doubt and frustration were present when her science, math, racial, and smart student identities came into conflict, she leveraged the positive emotions of joy and pride in her interwoven science and math storylines, which strengthened not only her science and math identities but also her racial identity. The study underscores the importance of leveraging counter‐narratives of resilience as a resilience strategy but also practicing acceptance and self‐compassion when navigating tensions between racial, science, math, and smart‐student identities for women of color in STEM. The study's conclusions add to the call for structural changes within K‐12 and higher education that are crucial for equity goals within STEM education.

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