Abstract. Refugee youth resettled in the United States experience two main barriers to long-term participation in Science, Technology, Engineering, and mathematics (STEM) fields: (a) access to STEM skills and knowledge which is impacted by relocation and interrupted schooling, and (b) access to crafting positive learner identities in STEM as multilingual, multicultural, and multiracial youth. In this talk, we shared a model for engaging refugee teens in Cosmic Ray research through (1) constructing scintillator cosmic ray detectors then learning how to collect and analyze data using those detectors; (2) creating digital stories (short video documentaries) to document their experience in the cosmic ray research; and (3) family and community science events where students share what they are learning with their families, and eventually, science teachers, researchers, and broader members of the scientific community.