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School counselors can counter these barriers through antiracist practices that cultivate homeplace and joy while supporting healing and growth. The article outlines how antiracist school counseling can support Black and Brown girls in STEM within MTSS frameworks.",{"@graph":69,"@context":126},[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":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/reframing-narratives-reclaiming-futures-antiracist-school-counseling-and-black-and-brown-girls-in-stem/579108/",{"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/reframing-narratives-reclaiming-futures-antiracist-school-counseling-and-black-and-brown-girls-in-stem/579108.png","ImageObject",300,407,{"name":92,"@type":93},"Noah","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-19","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":81},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"How do educators’ misunderstandings affect Black and Brown girls in STEM, according to the abstract?","Question",{"text":112,"@type":113},"The abstract says educators who misunderstand or refuse to recognize STEM potential can exacerbate limiting experiences. These responses reduce opportunities to build STEM identities and pursue career aspirations.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What role do school counselors play in the proposed approach?",{"text":117,"@type":113},"School counselors are described as disrupting stifling experiences through antiracist practices. These practices cultivate homeplace and joy to support healing and growth.",{"name":119,"@type":110,"acceptedAnswer":120},"How is the antiracist school counseling approach connected to MTSS?",{"text":121,"@type":113},"The abstract states that support for Black and Brown girls in STEM is framed as part of multi-tiered systems of support (MTSS).",{"name":123,"@type":110,"acceptedAnswer":124},"What is the paper’s main focus?",{"text":125,"@type":113},"The paper focuses on how school counselors can specifically use antiracist school counseling practices to support Black and Brown girls in STEM. It emphasizes addressing harmful policies and practices as well.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},579108,1792344491,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":81,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149},8796095462418,"https://ap-avatar.wpscdn.com/avatar/80000253c1241d02b47?x-image-process=image/resize,m_fixed,w_180,h_180&k=1778826106357471780","Journal of College Access  \n\n| Volume 11  Issue 2 | Article 4 |\n| --- | --- |\n| 2026\u003Cbr>Reframing Narratives, Reclaiming Futures: Antiracist School Counseling and Black and Brown Girls in STEM\u003Cbr>Renae D. Mayes\u003Cbr>University of Arizona, [rdmayes@arizona.edu](rdmayes@arizona.edu)\u003Cbr>Lia D. Falco\u003Cbr>University of Arizona, [ldf@arizona.edu](ldf@arizona.edu)\u003Cbr>Shontell Zenon\u003Cbr>East Carolina University, [zenons25@ecu.edu](zenons25@ecu.edu)\u003Cbr>DeQuindre Hughes\u003Cbr>Ohio University, [Hughesd1@ohio.edu](Hughesd1@ohio.edu)\u003Cbr>Yijia Chen\u003Cbr>University of Arizona, [yijiachen@arizona.edu](yijiachen@arizona.edu)\u003Cbr>See next page for additional authors\u003Cbr>Follow this and additional works at: [https://scholarworks.wmich.edu/jca](https://scholarworks.wmich.edu/jca)\u003Cbr> Part of the Student Counseling and Personnel Services Commons |  |\n\nRecommended Citation  \nMayes, Renae D.; Falco, Lia D.; Zenon, Shontell; Hughes, DeQuindre; Chen, Yijia; Ross, Lydia; and Dalal, Medha (2026) \"Reframing Narratives, Reclaiming Futures: Antiracist School Counseling and Black and Brown Girls in STEM,\" Journal of College Access: Vol. 11: Iss. 2, Article 4.  \nAvailable at: [https://scholarworks.wmich.edu/jca/vol11/iss2/4](https://scholarworks.wmich.edu/jca/vol11/iss2/4)  \nThis Article is brought to you for free and open access by the Western Michigan University at ScholarWorks. It has been accepted for inclusion in Journal of College Access by an authorized editor of ScholarWorks. For more information, please contact wmu[scholarworks@wmich.edu](scholarworks@wmich.edu).  \nReframing Narratives, Reclaiming Futures: Antiracist School Counseling and Black and Brown Girls in STEM  \nCover Page Footnote  \nLabor Acknowledgement We acknowledge that academic institutions reside on occupied Indigenous lands and were largely built by enslaved Africans who were trafficked to this land. We acknowledge that academic institutions profited from slavery and settler colonialism. The Black and Indigenous peoples, without whose labor and land these institutions would not exist, were explicitly excluded from these institutions until the late 20th century. Even now, de facto segregation upholds white supremacy in our colleges and universities. We also acknowledge that academia exploits the labor of economically disenfranchised populations and disproportionately capitalizes on the labor of women and minoritized populations. Finally, we acknowledge that institutions of higher education play a role in the prison industrial complex, purchasing materials made with prison labor, an exploitative relationship that further disenfranchises incarcerated people. We must actively work to combat labor issues in academia, being mindful of the disproportionate assumption of labor by marginalized academics (including graduate students) and taking responsibility for equitable shares of labor. We must recognize that the adjunctification of academia is inherently exploitative and work to prevent and remedy the damage it does. The reimbursement system in academia is a class issue and our institutions must move away from partnerships that exploit already vulnerable populations.  \nAuthors  \nRenae D. Mayes, Lia D. Falco, Shontell Zenon, DeQuindre Hughes, Yijia Chen, Lydia Ross, and Medha Dalal  \nThis article is available in Journal of College Access: [https://scholarworks.wmich.edu/jca/vol11/iss2/4](https://scholarworks.wmich.edu/jca/vol11/iss2/4)  \nReframing Narratives, Reclaiming Futures: Antiracist School Counseling and Black and Brown Girls in STEM  \nABSTRACT  \nBlack and Brown girls oŌen have educaƟonal experiences that sƟfle their career aspiraƟons, especially in STEM fields. These experiences can be exacerbated by educators who misunderstand and refuse to recognize their STEM potenƟal, thus limiƟng their opportunity to build STEM idenƟƟes. School counselors can disrupt these experiences through anƟracist pracƟces that culƟvate homeplace and joy for Black and Brown girls to heal and grow while working to addre","cbCain6H83NgdgHu","https://ap.wps.com/l/cbCain6H83NgdgHu","pdf",413074,29,"English","# Abstract\n## Educational barriers and STEM identities\n## Antiracist school counseling practices\n## MTSS support","[{\"question\":\"How do educators’ misunderstandings affect Black and Brown girls in STEM, according to the abstract?\",\"answer\":\"The abstract says educators who misunderstand or refuse to recognize STEM potential can exacerbate limiting experiences. These responses reduce opportunities to build STEM identities and pursue career aspirations.\"},{\"question\":\"What role do school counselors play in the proposed approach?\",\"answer\":\"School counselors are described as disrupting stifling experiences through antiracist practices. These practices cultivate homeplace and joy to support healing and growth.\"},{\"question\":\"How is the antiracist school counseling approach connected to MTSS?\",\"answer\":\"The abstract states that support for Black and Brown girls in STEM is framed as part of multi-tiered systems of support (MTSS).\"},{\"question\":\"What is the paper’s main focus?\",\"answer\":\"The paper focuses on how school counselors can specifically use antiracist school counseling practices to support Black and Brown girls in STEM. It emphasizes addressing harmful policies and practices as well.\"}]","Reframing Narratives, Reclaiming Futures: Antiracist School Counseling and Black and Brown Girls in STEM | PDF",1792035008,73]