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Black Girls’ STEM Identity and Persistence: Understanding Developmental Processes in Context 

My dissertation explores the psychological and contextual factors that shape Black girls’ STEM identity and persistence from adolescence to emerging adulthood. Using data from the High School Longitudinal Study, I investigate the developmental influence of Black girls’ math/science motivational beliefs in high school on post-secondary academic and STEM persistence. Additionally, I explore the influence of structural and contextual factors on Black girls’ math/science identity, self-efficacy, and STEM aspirations. Using a qualitative investigation, I also explore adolescent Black girls’ lived experiences, their math and science attitudes, and the role of parents in their positive development. Findings from this dissertation will advance our understanding of how Black girls process their math and science experiences and provide tangible recommendations to strengthen family-school partnerships.