[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-591037-105":59,"doc-detail-591037-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","black-girls-create-developing-a-culturally-responsive-maker-program-for-black-girls","Black Girls Create - Developing a Culturally Responsive Maker Program for Black Girls","","Afterschool programs are positioned as a key pathway to strengthen STEM interest, confidence, and capability among underrepresented students, especially girls. The article presents the development and pilot implementation of Black Girls Create, a culturally responsive maker program for Black girls. Drawing on social history, culturally responsive pedagogy, and mentoring, the pilot engages participants with “Her-STEM” role models through maker-based activities, leading to cultural artifact creation and digital fabrication demonstrations.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/black-girls-create-developing-a-culturally-responsive-maker-program-for-black-girls/591037/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/black-girls-create-developing-a-culturally-responsive-maker-program-for-black-girls/591037.png","ImageObject",300,407,{"name":92,"@type":93},"McQueen","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is Black Girls Create and what does the program focus on?","Question",{"text":112,"@type":113},"Black Girls Create is a culturally responsive maker afterschool program for Black girls. It uses maker-based activities to connect participants with “Her-STEM” figures and support learning in STEM through culturally meaningful engagement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which teaching approaches does the pilot program use to engage participants?",{"text":117,"@type":113},"The pilot uses social history, culturally responsive pedagogy, and mentoring. These elements are intended to make STEM learning more engaging and relevant for Black girls.",{"name":119,"@type":110,"acceptedAnswer":120},"What outcomes does the article report from the end of the program?",{"text":121,"@type":113},"By the end of the program, girls used new maker skills to design and create cultural artifacts. They also conducted digital fabrication demonstrations as part of the learning experience.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},591037,1792161960,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":39,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":46,"preview_page_count":4},5909890329169,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Black Girls Create  \nDeveloping a Culturally Responsive Maker Program for Black Girls  \nLaShawnda Lindsay  \nAfterschool programs are a significant vehicle for increasing STEM interest, confidence, and capacity in underrepresented students (National Research Council, 2009) . According to the Coalition for Science After School (2007), effective afterschool programs provide relevant, hands-on opportunities for underrepresented youth to interact with relatable scientific role models, content knowledge, and resources.  \nThis article describes the development and pilot implementation of a culturally responsive maker afterschool program for Black girls. The pilot of Black Girls Create used social history, culturally responsive pedagogy, and mentoring to engage Black girls  \nin maker-based activities as they learned about Black“Her-STEM” figures: women who made significant impacts in STEM. By the end of the program, girls had used their new maker skills to design and create cultural artifacts and to conduct digital fabrication demonstrations. This article highlights the program design, pilot program outcomes, and successes and challenges associated with the pilot implementation.  \nThe Status of Black Girls in STEM  \nThe National Assessment of Educational Progress reports that African American students and girls in all grade levels consistently score lower than their white and male counterparts, especially in the sciences (National Center for Education Statistics, 2010) . Local schools in urban neighborhoods in Boston, where Black Girls Create was implemented, mirror the national trend of underperformance in math and science  \nLASHAWNDA LINDSAY, PhD, is a research scientist at the Wellesley Centers for Women and the project director of Black Girls Create.  \n(Massachusetts Department of Elementary and Secondary Education, 2020) . For Black girls, low performance in science and math and on standardized tests of all kinds poses obstacles for high school graduation and entry into college, thus foreclosing their participation in STEM fields in adulthood (National Science Foundation, 2013; Perna et al. , 2009) .  \nResearch shows that Black girls do not significantly differ from other students in their aptitude for learning science and math content (Campbell, 2012; Crenshaw et al., 2015; Grossman & Porche, 2013) . However, they do differ in their interest and confidence in STEM subjects, and this difference negatively affects their performance. Poor performance in science and math has both direct and indirect implications for Black girls’ future career options; it limits access to competitive colleges and universities, influences college major selection and college persistence, and precludes entry into the STEM workforce (Campbell, 2012) .  \nStudent identities such as race, gender, and class, as well as teacher responses to these identities, are shaped by broad social trends and realities beyond the classroom (Campbell, 2012) . Society often perpetuates false beliefs about how race and gender negatively influence students’ ability to learn math and science. Moreover, the belief that math and science ability is innate and related primarily to one’s gender or race  \nThat intersectionality is an essential lens through which girls process their experience in STEM education (Crenshaw et al. , 2015) . Black girls’ inability to identify with STEM is due to myriad factors, including the absence of role models from their communities, consistently alienating experiences in science and math classes, unengaging class instruction, and the lack of connection between the content and their daily lives (Calabrese Barton & Tan, 2018; King & Pringle, 2018) . By attending to the psychological meaning and experience associated with being a Black girl in outof-school STEM education, afterschool practitioners can help Black girls perform better in math and science (Ireland et al. , 2018) .  \nApproaches to STEM learning that are culturally relevant and caring (Parsons, 2008) ","cbCaicfwOHaeKm82","https://ap.wps.com/l/cbCaicfwOHaeKm82","pdf",948016,"English","# Program Overview\n## Maker-Based Implementation\n# The Status of Black Girls in STEM\n## Achievement Gaps and Implications\n## Interest, Confidence, and Intersectionality\n# Program Rationale\n## Equity, Inclusion, and Relevance","[{\"question\":\"What is Black Girls Create and what does the program focus on?\",\"answer\":\"Black Girls Create is a culturally responsive maker afterschool program for Black girls. It uses maker-based activities to connect participants with “Her-STEM” figures and support learning in STEM through culturally meaningful engagement.\"},{\"question\":\"Which teaching approaches does the pilot program use to engage participants?\",\"answer\":\"The pilot uses social history, culturally responsive pedagogy, and mentoring. These elements are intended to make STEM learning more engaging and relevant for Black girls.\"},{\"question\":\"What outcomes does the article report from the end of the program?\",\"answer\":\"By the end of the program, girls used new maker skills to design and create cultural artifacts. They also conducted digital fabrication demonstrations as part of the learning experience.\"}]","Black Girls Create - Developing a Culturally Responsive Maker Program for Black Girls | PDF",1792070982]