Despite an increasing understanding of how underlying systems of oppression show up and operate in STEM classrooms, little is known about how Black joy and reauthoring can be utilized in supporting Black youths' navigation of oppressive, anti-Black systems as STEM learners. Partnering with community educators, scholars, and middle and high school teachers collectively called the Black Joy Group, this study conceptualizes the role of "joy" in Black youth's STEM identity development. Further, this study examines salient narratives of STEM, which often exclude Black joy and frame Black youths' STEM participation from deficit perspectives. The Black Joy Group sought to develop a framework for reauthoring to support Black youths' negotiation of dominant STEM narratives. Reauthoring was investigated from a decolonial perspective, centering embodied learning as a sensemaking strategy. For this participatory model, the Black Joy Group conceptualized Black joy in STEM classrooms through body mapping, drawing, collaging, and by setting intentions to better notice and honor the feelings and sensations of the body. Data sources include interviews and artifacts from Black Joy Group meetings and student reauthoring sessions with Black youth. Data were analyzed thematically to identify instances of STEM reauthoring, classroom practices that best support STEM reauthoring, and abolitionist strategies to support students in expressing "joy" as an act of reauthoring within a white-dominated space. Results from this study suggest that the constraints of Black joy often stem from whiteness and capitalist pressures that shape how both Black youth and educators of Black youth show up and engage in STEM spaces. Additionally, results suggest that students perceive their belonging in STEM as contentious since they view themselves as STEM people both inside and outside of traditional STEM domains. These findings may support education researchers in continuing to challenge dominant deficit narratives that negatively portray Black youth. Finally, these findings may support educators in providing opportunities for Black youth to exercise their agency to reauthor in STEM classrooms and positively renegotiate their identities in relation to STEM. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]