African American High-Achieving Girls: STEM Careers as Options

This paper examines the effectiveness of the Nash, Borman, and Colson (1980) 3-phase career education model for gifted and talented 12th grade student on African American girls' decisions to study STEM disciplines after high school. Using qualitative methodology to collect and analyze data from participants at a small urban math and science focused high school, the findings suggest that the model is only as beneficial as its implementation. The paper recommends useful strategies that will ensure students are able to receive the benefits of experience that the model offers, thus aligning their academic strengths with their career options.