ABSTRACT
This chapter focuses on how familial factors and science identity formation processes influenced the young women's persistence in science, technology, engineering, and mathematics (STEM). It also focuses on the personal and institutional challenges ten African American women faced in developing and maintaining their science identities once they arrive at the university. The chapter presents the essential role of their African American families' cultural capital in supporting and motivating them to persist. It describes their encounters with racism and sexism in higher education, particularly in STEM disciplines where both toxins remain an acute problem for African American female students. Some of the women displayed adaptive qualities in the form of self-confidence, independence, working through self-doubts, responsibility, or refocusing on their goals. Families provided financial, spiritual, academic, motivational and emotional support that assisted the ten young women in completing their STEM degrees.
