This paper explores the intersectional and interdisciplinary factors that shape access to STEM education and digital literacy for girls of color. Drawing on data from UNICEF (2019) and secondary research conducted prior to 2020, the analysis reveals that systemic inequities persist across three key areas: digital access, skill acquisition, and intra-household resource distribution. While global and national efforts have expanded technological infrastructure, these efforts have often failed to address the social and cultural barriers that limit meaningful participation for marginalized girls. Girls of color continue to face digital exclusion due to gendered norms, racialized schooling practices, and unequal support in home and school environments. Applying frameworks of intersectionality (Crenshaw, 1989) and digital divide theory (van Dijk, 2006), this study argues that access alone does not ensure equity. It calls for coordinated, justice-oriented strategies that include culturally responsive pedagogy, community-based mentorship, equitable family practices, and policy reform grounded in disaggregated data. These strategies are essential to dismantle structural barriers and enable full participation of girls of color in STEM. The paper concludes that advancing digital equity is not only a technological challenge but a moral and educational imperative.