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  1. ; ; ; ; ; ; ; ; (, Physical sciences forum)
    Refugee youth resettled in the United States experience two main barriers to long-term participation in STEM fields: (a) access to STEM skills and knowledge which is impacted by relocation and interrupted schooling, and (b) access to crafting positive learner identities in STEM as multi- lingual, multicultural, and multiracial youth. In this paper, we share a model for engaging refugee teens in cosmic ray research through constructing scintillator cosmic ray detectors, creating digital stories about cosmic rays, and hosting family and community science events where students share their learning with their families. This context serves as the site for ongoing ethnography exploring how refugee-background teens construct STEM-related identities and identifying supportive and unsupportive instructional practices. This paper summarizes the key program details and findings to date. 
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