This study explains how anti-Blackness operates in secondary STEM classrooms through teacher bias and instructional practices that impact Black girls’ access and belonging. Using vignettes, we draw on our lived experiences as Black women in STEM education and apply Culturally Relevant Pedagogy (CRP) and Black Critical Theory (BlackCrit) as guiding frameworks. Two semi-biographical vignettes illustrate how Black girls are routinely framed through deficit narratives that limit their participation in advanced STEM coursework. Even equity efforts reinforce exclusion if a corresponding ideological shift does not accompany them. Our analysis highlights missed opportunities to affirm the brilliance and STEM aspirations of Black girls. We argue that CRP must be enacted through relational practices and that BlackCrit offers a necessary lens to name and disrupt the structural nature of anti-Blackness in education.
Ouedraogo-Thomas et al. (2025) studied this question.