This paper problematizes the enduring conscription of STEM learning in discourses of U.S. global ascendancy, neoliberalism and militarism. Drawing on ethnographic data, we explore how girls of color make meaning of their everyday experiences in two settings: a racially tracked mathematics class in a suburban high school and a STEAM based after-school program in a working class urban community. The stories of these girls -- separated by time, place, age, and social histories but bound by sensibilities grown in their Immigrant families and learning contexts -- contest U.S. hegemony as the primary rationale for STEM learning; challenge individual gain at the expense of another; problematize what counts as science while insisting on its creative convergence with joy; and honor their ingenuity and humanity. Challenging representational and respectability politics, we consider how "dignity" may better account for the complexity of their experiences and serve as a resource for research, pedagogy and design.