Deaf students are under-enrolled in science, technology, engineering, and mathematics (STEM) majors, making it important to explore how and why deaf and hard of hearing (DHH) students connect (or fail to connect) with STEM. Engaging students in informal STEM with attention to how such experiences interact with their identities has the potential for broad impact on supporting DHH adolescents’ entry into STEM areas of postsecondary study and later into STEM careers. We explored the intersectionality of DHH minority racial/ethnic high school students’ identities and how it relates to their connection to STEM during a summer program and throughout the following school year. We report on three case studies, followed by a cross-case analysis. Participants were DHH high school students from underrepresented minority racial/ethnic groups. Our case studies were of one female and two male students. Data sources included a battery of surveys assessing scientific sensemaking, affinity toward STEM, and reading ability, as well as a focus group during summer STEM camp, individual interviews the following school year, and observations of photographs taken during camp by volunteers working at the camp. We pinpoint instances of connection to and disconnection from STEM in our three cases. Cross-case analysis implicates a need for applied learning opportunities that overcome language-related barriers for American Sign Language (ASL) users. They also suggest a role for STEM-relevant mentorship that is sensitive to adolescents’ intersectional identities, particularly employing adult mentors with whom adolescents can identify. Finally, findings suggest that adolescents are attempting to connect STEM with their everyday lives, particularly their career aspirations. Importantly, our three cases were better able to apply STEM to the real world and career goals in an informal summer STEM camp than in their formal science, math, and engineering classrooms. We discuss implications for curriculum, instruction, and teacher preparation.

聋哑学生的科学，技术，工程和数学（STEM）专业的入学率不足，因此探究聋哑和听力障碍（DHH）学生如何以及为何与STEM联系（或无法联系）非常重要。让学生参与非正式的STEM并注意这种经历如何与他们的身份互动，可能会对支持DHH青少年进入中学后学习的STEM领域以及后来进入STEM事业产生广泛影响。我们探讨了DHH少数族裔/族裔高中学生身份的交叉性，以及它们在夏季课程期间和整个下学年与STEM的关系如何。我们报告了三个案例研究，然后进行了跨案例分析。参加者是来自代表性不足的少数族裔/族裔群体的DHH高中学生。我们的案例研究是针对一名女学生和两名男学生。数据来源包括一系列评估科学意义，对STEM的亲和力和阅读能力的调查，以及夏季STEM训练营期间的焦点小组，下学年的个人访谈以及在训练营中工作的志愿者在训练营期间拍摄的照片的观察结果。在这三种情况下，我们将查明与STEM连接和断开连接的实例。跨案例分析意味着需要应用学习机会，以克服美国手语（ASL）用户与语言有关的障碍。他们还提出了对STEM相关导师制的作用，该导师对青少年的交叉身份很敏感，尤其是雇用可以识别青少年的成年导师。最后，研究结果表明，青少年正在尝试将STEM与他们的日常生活，特别是他们的职业志向联系起来。重要的是，与非正式的科学，数学和工程教室相比，我们的三个案例在非正式的STEM夏令营中能够更好地将STEM应用于现实世界和职业目标。我们讨论对课程，教学和教师准备的影响。