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Abstract
Embedded within an overarching research agenda, the research goal for this study was to address the shortcomings in the contextual examination of Black parent engagement in science, technology, engineering, and mathematics (STEM) as they relate to Black student STEM identity, STEM talent development, and STEM achievement. In this is study, the researcher developed the Black Parent STEM Engagement Questionnaire (BP-SEQ) as an instrument with construct validity to (1) foster awareness among parents regarding their role and benefit of parent engagement in their students STEM development; (2) assert the importance of cultural capital and parent engagement in fostering STEM identity, development, and success for cultural and linguistically diverse (CLD) students at all developmental stages in K-12; (3) measure and quantify the multidimensional aspect of parenting practices, style, and culture in student academic development; and (4) promote deficit-free frameworks, talent development curriculum, and contextual research designs to close STEM gaps and strengthen STEM pipelines for underrepresented students. Parents of students enrolled in gifted, AP, magnet, and thematic programs from a rural, Title I school district in Georgia participated in a study that included completion of the BP-SEQ and attendance of STEM parent workshops. Exploratory and confirmatory factor analyses along with structural equation modeling were employed to examine and discuss a model for Black Parent STEM Engagement informed by Bourdieus Culture as Practice and Bartons Ecology of Parent Engagement.