Reframing Narratives, Reclaiming Futures: Antiracist School Counseling and Black and Brown Girls in STEM

Authors

Renae D. Mayes, University of ArizonaFollow
Lia D. Falco, University of ArizonaFollow
Shontell Zenon, East Carolina UniversityFollow
DeQuindre Hughes, Ohio UniversityFollow
Yijia Chen, University of ArizonaFollow
Lydia Ross, Arizona State UniversityFollow
Medha Dalal, Arizona State UniversityFollow

Abstract

Black and Brown girls often have educational experiences that stifle their career aspirations, especially in STEM fields. These experiences can be exacerbated by educators who misunderstand and refuse to recognize their STEM potential, thus limiting their opportunity to build STEM identities. School counselors can disrupt these experiences through antiracist practices that cultivate homeplace and joy for Black and Brown girls to heal and grow while working to address harmful policies and practices. In this paper, authors discuss how school counselors can specifically use antiracist school counseling practices to support Black and Brown girls in STEM as a part of multi-tiered systems of support (MTSS).

Recommended Citation

Mayes, Renae D.; Falco, Lia D.; Zenon, Shontell; Hughes, DeQuindre; Chen, Yijia; Ross, Lydia; and Dalal, Medha (2026) "Reframing Narratives, Reclaiming Futures: Antiracist School Counseling and Black and Brown Girls in STEM," Journal of College Access: Vol. 11: Iss. 2, Article 4.
Available at: https://scholarworks.wmich.edu/jca/vol11/iss2/4