A group of seventh graders (N =23) enrolled in a weekend science enrichment program for African American youth explored concepts covered in their program activities using creative writing. Student writing samples were analyzed for thematic choice, self-expression, career interest, racial/gender identity, and evidence of parental influence and expectations. Participants overwhelmingly selected to write about science-related topics. Their writings further reveal a keen interest in science-related careers, both anxiety and confidence about ability in these areas, and considerable parental influence and involvement. Few students chose to dwell on racial or gender issues. The authors conclude that creative writing provides an alternative means of reflecting upon and interpreting these students' interest in and grasp of scientific knowledge. INTRODUCTION One of key issues articulated by Mullis and Jenkins (1988) in their critique of science education in United States is of science learning for at-risk populations (p. 7). Their report also notes presence of between abilities of females of all racial and ethnic groups, racial/ethnic minorities, and White to use and understand science, employ scientific thinking, and consider careers in science (p. 7). While socioeconomic status is cited frequently as a key variable in explaining this disparity Johnson, 1992; Mullis & Jenkins, 1988), additional evidence indicates that females and minorities are provided with fewer opportunities to participate in science and to perceive themselves as potential members of scientific community (Johnson, 1992). Interpretations of National Assessment for Educational Progress (NAEP) data indicate that improved school experiences alone (i.e., better curricula, more modem laboratory equipment, more teachers with higher levels of science preparation) will not alleviate substantial disparities noted above (Mullis & Jenkins, 1988). The social context for science learning and use, which sends the message that most of notable accomplishments in science are attributable to White males (Mullis & Jenkins, 1988, p. 9), perpetuates image that science is not an option for females and minorities. Hence, social context must change along with improvements in school experiences in order to achieve educational equity for all. One approach to social context dilemma is to model more appropriate, equitable social contexts for female and minority children. Equitable social contexts are those that allow an array of persons to participate in science-oriented careers, gain success and esteem from such careers, and enjoy knowledge and power scientific proficiency entails. These contexts also model scientific behavior and provide opportunities for underrepresented groups to gain access to a sciences-oriented culture. One program that creates such a context for African American children is Saturday Science Academy (SSA) at Clark Atlanta University. Established in late 1970s, SSA's mission is to bring African American children into a culturally compatible setting to facilitate their science learning. Since its inception in 1979, enrollment in SSA has steadily increased from 110 children and 3 teachers to 200 participants and 7 teachers. Students enrolled in Atlanta (Georgia) public schools interested in science, mathematics, and computers are encouraged to apply to SSA. During 1993, selection criteria for 200 mostly African American attendees consisted of a teacher's recommendation and an essay describing reasons for desiring to attend Academy. The Clark Atlanta program distinguishes itself from other academic enrichment programs in several ways: first, by targeting students in grades three through seven; second, by specializing in a science-, mathematics-, and computer-based curriculum; and third, by taking a uniquely holistic approach to education, in which opportunities for creative expression are integrated with physical science, computer science, and mathematics instruction. …