Chapter 3: Terms of Engagement: Redefining Parental Involvement and STEM Identity for Black Girls

National conversations about the Science, Technology, Engineering, and Mathematics (STEM) identity, achievement, and parental involvement for Black girls are pervasive in education, policy circles, and in a growing body of research (Ireland et al., 2018; McGee & Spencer, 2015). Concurrently, Black girls are probably a group most included in research when examining factors related to the achievement of students of color from a deficit perspective. Unquestionably, understanding the impact of STEM identity and parental involvement on achievement for Black girls through a more affirmative lens is an essential approach to learning how to establish and maintain successful STEM programs that positively support the growth and success of Black girls.