Imposter syndrome doesn’t adequately describe the fear non-dominant youth experience in spaces that have historically oppressed them. The generational trauma from systemic oppression in schools has shaped the way most non-dominant youth experience education. They learn to assimilate in order to survive their schooling experience. To remedy this, educators need to be intentional about fostering learning environments where non-dominant youth feel a sense of belonging, and power over their learning. 

Shifting Power in STEM Learning Spaces
Sharing values, establishing community guidelines, and showcasing student work allow non-dominant youth to create a learning space that is for them. In this space power is shifted to them, giving them a sense of belonging, even before engaging in STEM activities.The hope is that once activities are introduced, learners feel as if they have the ability to explore, share their work, and ask questions.