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In this qualitative study, we ask: (1) How do Burundian girls and women describe their intersecting identities and (2) How do Burundian girls and women make decisions around STEM education and future careers? To answer these questions, we analyzed interviews conducted with eight Burundian families involved in a university-community organization partnership. 

The challenges faced by first-generation students, particularly within refugee communities, can be formidable as they aspire to attend an American university and pursue a professional career. These challenges include uncertainties in navigating the path from high school to college, limited awareness of various STEM career fields, and a lack of acquaintances who have successfully navigated similar paths. Complexities such as high school graduation and university admission requirements, coupled with few higher education connections, contribute to the frustrations experienced by parents and students. To address these issues, we present the results of a project aimed at promoting STEM aspirations, and enhancing the understanding of college navigation among refugee families residing in the United States. The project focused on parents and their children in grades 7-12 and was a collaboration between a large public university and leaders of several ethnic community-based organizations (ECBOs) representing local Burundian, Congolese, and Syrian communities. Results indicate the project positively affected students and parents’ STEM capital and college social capital, as well as students’ expectations regarding how fulfilling a STEM career might be.