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We present the highest-resolution (~0.04") Atacama Large Millimeter/submillimeter Array 1.3 mm continuum observations so far of three massive star-forming clumps in the Central Molecular Zone (CMZ), namely 20 km/s C1, 20 km/sC4, and Sgr C C4, which reveal prevalent compact millimeter emission. We extract the compact emission with astrodendro and identify a total of 199 fragments with a typical size of ∼370 au, which represent the first sample of candidates of protostellar envelopes and disks and kernels of prestellar cores in these clumps that are likely forming star clusters. Compared with the protoclusters in the Galactic disk, the three protoclusters display a higher level of hierarchical clustering, likely a result of the stronger turbulence in the CMZ clumps. Compared with the mini-starbursts in the CMZ, Sgr B2 M and N, the three protoclusters also show stronger subclustering in conjunction with a lack of massive fragments. The efficiency of high-mass star formation of the three protoclusters is on average 1 order of magnitude lower than that of Sgr B2 M and N, despite a similar overall efficiency of converting gas into stars. The lower efficiency of high-mass star formation in the three protoclusters is likely attributed to hierarchical cluster formation. 

Black male students are consistently reported to be underachievers and underrepresented in science, technology, engineering, and mathematics (STEM) disciplines in K-12 settings. These students often experience challenges learning STEM content because of poor student-teacher relationships and ineffective teacher praxis. STEM professional learning communities (PLCs) have practical and empirical support backed by policy and are viewed as effective practices in K-12 school settings. Considering the academic experiences of Black boys, STEM PLCs have not been conceptualized as an effective strategy for examining, teaching, and engaging them in STEM content. Using a PLC framework, this study provides insight into a Black boys’ STEM PLC and how it impacted their learning of content, built their confidence and provided career exposure.