Abstract
In this article, I take the reader along on my journey as a professional Black woman from Queens, New York, who chose a career in science, technology, engineering, and mathematics (STEM) and education. In this paper, I identify many parallels in the experiences of four students engaged in STEM, through the lens of culturally responsive and sustaining education. I then discuss how these four teenage girls' individual experiences and thoughts converged, due to their participation in a STEM-based summer program. In this narrative, readers will discover how curiosity about STEM, along with sufficient education, determination, and support, can impact the lives of girls, their families, and communities. It also shines a light on the polarization experienced by Black girls and women in education. In the paper, I also reflect on and advise how girls and young professionals can utilize tools and influential people to embrace cultural differences, establish multiple measures of success, and focus on individual ability in order to sustain the stamina and rigor needed to pursue a career in STEM and education.
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