Examining Black Girls’ Experiences in STEM From a Critical Race Feminist Lens: A Systematic Literature Review

The purpose of this systematic literature review was to examine recent research literature (2013–2023) centering Black girls in STEM education. The experiences of Black girls have been overlooked or generalized under broader categories that do not fully capture their uniqueness, strengths, and challenges in STEM education. Intersectionality and Critical Race Feminism are theoretical frameworks that allowed the authors to critically examine the purposes, methodologies, and motivations of research on Black girls in STEM education. The review process followed the PRISMA guidelines to ensure transparency, which eventually led to 32 records. The findings for this study highlight interventions and counterspaces that have been developed to provide Black girls with authentic and affirming ways to access STEM. This review has implications for policy, research, and practice in formal and informal STEM learning spaces.