The underrepresentation of African Americans in science, technology, engineering, and mathematics
(STEM) degree programs and professional spaces has been a national concern for years. This
phenomenon has prompted the development and implementation of various programs and initiatives
to increase access to and sustain their participation in STEM. Of considerable importance, African
American men only represent three percent of the scientists and engineers working in the field. However,
there are few studies that have explored the academic and professional experiences of African
American men through critical, holistic perspectives. This project utilizes critical race theory (CRT)
and phenomenological variant ecological systems theory (PVEST) to magnify the experiences of Black
men in STEM across academic and professional ranks. Through this combined CRT and PVEST lens,
analyzing the challenges and navigational strategies of Black men in STEM, we reveal that Black
men in STEM minimize their vulnerability to stereotypes and biases through resistance and resilience.
Moreover, the utilization of a virtual counterspace as the research context for conversation between the
participants provided a unique interventional approach that fostered rich intergenerational dialogue
that enhanced both navigational and resistance capital for the participants. Implications for research
and praxis are provided.