Abstract

The evolving contexts of STEM education in both formal and informal environments, as well as ongoing research on Black and Latinx students’ STEM identity development, support the need for expanded research on the construct of STEM identity (National Research Council, 2014). We draw from two promising theoretical models of students’ STEM identity as a dual lens for examining underrepresented students development of STEM identity during participation in the JANUS program. This STEM lab internship and mentoring program (UM undergraduates and high school student mentees) will serve as an appropriate, culturally responsive foundation for the examination of the intersection of Black student identity and STEM talent development.