McGee, Ebony2021-10-112021-10-112018-12-05http://hdl.handle.net/10919/105245Asians are typically situated at the top of the STEM educational and career hierarchy and enjoy a host of material benefits as a result. Thus, their STEM lives are often considered problem-free. This article describes the role of race-based stereotypes in shaping the experiences of high-achieving Black and Asian STEM college students. Their experiences exposed the insidious presence of anti-Black and pro-Asian sentiment, operationalized through the frameworks of stereotype threat and stereotype lift. Stereotype threat and stereotype lift situate the racialized experiences of Black and Asian students as opposites, thereby ignoring their shared marginalization and responses to being stereotyped. I argue that both racial groups endure emotional distress because each group responds to its marginalization with an unrelenting motivation to succeed that imposes significant costs. I aim to demonstrate that Black and Asian college students are burdened with being stereotyped and judged unfairly, enduring sometimes debilitating consequences even while they are praised for fulfilling or defying stereotypes. Discussion includes coalition building among racial groups of color in STEM, serving in part to co-construct racialized psychosocial coping skills, and a strategy for more equitable material outcomes for Black STEMers.application/pdfenCreative Commons Attribution 4.0 InternationalAfrican American studentsAsian studentsracial stereotypescollege STEM outcomesArticleVol. 4No. 4https://journals.sagepub.com/doi/pdf/10.1177/2332858418816658