Abstract: Rural African American (AA) communities face limited access to STEM education programs, hindering the development of positive STEM identities and aspirations for STEM careers. STEM identity is typically seen as an individual trait, understanding the influence of family STEM identities could help address the underrepresentation of AAs in STEM careers. Therefore, a research-practice partnership within a K12 institution was formed to explore the impact of Community-Centered STEM Literacy Initiatives (CCSLIs) on the intergenerational STEM identities of AAs.