Enhancing Science Affinities of Ethnic Minority High School Students Through Online Interactions with Cultural Role-Models of Scientists and Engineers During the COVID-19 Pandemic: A Case Study

• Published in: SAGE open 2024-10, Vol.14 (4)
• Main Authors: Yoon, Jiyoon, Koo, Katie
• Format: Article
• Language: English
• Subjects: Case studies; COVID-19; Minority & ethnic groups; Minority students; Pandemics; Science; Scientists; Secondary school students
• ISSN: 2158-2440; 2158-2440
• DOI: 10.1177/21582440241293214

This case study aims to investigate the effectiveness of an online science enhancement program in retaining ethnic minority students in science by providing them with opportunities to interact with cultural role-models of scientists and engineers during the COVID-19 pandemic. The study draws on foundational theories of identity formation and attitudes towards science, as well as research on growth mindsets, to increase students’ participation in science and assess the program’s effects, while also collecting data to develop a new theory. The findings indicate that the online enhancement program successfully facilitated the formation of science identities among the 12 ethnic minority high school students, enhanced their interest in science, and fostered positive attitudes towards science during the pandemic. Moreover, the online interactions with cultural role-models of scientists and engineers supported the students’ science learning and reinforced their science identity. This study also provides guidelines for future research on designing online enrichment programs to enhance ethnic minority students’ science affinities. Plain Language Summary Helping minority high school students develop a love for science during COVID-19 by connecting with diverse scientists and engineers online This study looks at how online programs can help minority high school students become more interested in science. During the COVID-19 pandemic, many students couldn’t attend school in person. To keep them engaged in science, a special online program was created. The program allowed students to meet and interact with scientists and engineers who share their cultural backgrounds. These role models helped the students see that they, too, could pursue careers in science. The study found that these online interactions made a big difference. The students started to feel more connected to science, developed positive attitudes toward it, and became more confident in their ability to succeed in science fields. The results suggest that similar programs could be a great way to support minority students’ interest in science, even beyond the pandemic. The study also offers ideas for creating future programs that could help more students see themselves as future scientists or engineers.