Research has underscored stark disparities in STEM interest, degree attainment, and employment among Black girls and women, highlighting systemic barriers that resulted in a long history of exclusion. However, few studies have centered the supportive mechanisms that aid in Black girls’ resistance and reclamation of STEM spaces. The current study addresses this gap by exploring how Black caregivers incorporate STEM socialization and nurture Black girls’ STEM interest and engagement. Fourteen adolescent Black girls in the 6th to 12th grades (Mage = 13.43) residing in the Southeastern region of the United States were recruited to participate in individual semi-structured interviews. Using theoretical thematic analysis, three themes were identified: (1) Early exposure to foster interest, enjoyment, and engagement, (2) STEM career exploration, and (3) Identifying affirming STEM spaces. Black caregivers were actively engaging in STEM socialization with their daughters from an early age, prioritizing joyful experiences and opportunities for academic enrichment at home and in the local community. Caregivers challenged their daughters in affirming ways, which instilled confidence and encouraged curiosity. Findings from this study suggest greater consideration of the home context in academic interventions with a particular emphasis on partnering with Black families in their support of Black girls’ learning and development.
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