This article examines how three African American girls, ages 10 to 18, used journaling and interviews to better understand science, technology, engineering, and mathematics (STEM) as part of their literate identities. Drawing on prior work about literate identities, the authors introduce the concept of literate intersectional identities, which describes how participants’ diverse histories, literacies, and identities traverse categories, communities, genres, and modes of meaning within the context of a STEAM workshop. The authors employed open and thematic coding to analyze the girls’ journal entries in an effort to answer a question: In what ways do African American girls’ journal writings and interviews about STEM reflect and influence their literate identities in a digital app coding workshop? Findings reveal how their writings about race, access, and the underrepresentation of women of color in STEM helped them make sense of their self-assurance, self-awareness, and agency as girls of color interested in STEM careers.

本文研究了三个10至18岁的非洲裔美国女孩如何通过日记和访谈来更好地理解科学，技术，工程学和数学（STEM），作为其识字身份的一部分。作者利用先前关于识字身份的工作，介绍了识字交叉身份的概念，该概念描述了参与者的各种历史，识字和身份如何在STEAM研讨会的背景下遍历类别，社区，流派和意义模式。作者采用开放式主题编码来分析女孩的日记条目，以回答一个问题：在数字应用程序编码研讨会中，非洲裔美国女孩的日记文字和关于STEM的采访以什么方式反映和影响她们的识字身份？调查结果揭示了他们关于种族的著作，