Exploring the Experiences of Students of Colors in STEM Amid COVID-19: A Phenomenological Study

• In Event: Improving Minority Students' STEM Learning Through Funds of Knowledge and Culturally Responsive Practices

Abstract

Using a qualitative phenomenological methodology and Schlossberg’s transition theory, we explored the experiences of Students of Color (SOC) in STEM during COVID-19 at a large, public, predominantly research university. Five participants engaged in three, 60-minute interviews during the 2020-2021. Findings revealed undergraduate research allowed participants to foster relationships with faculty and receive recognition, which was non-existent in the classroom environment. Social isolation was compounded by being unable to work, connect with family and friends, and having to negotiate an isolating STEM culture exacerbated by COVID-19. Thus, in an act of self-preservation, students opted not to turn on their cameras in online classes. Lastly, several participants navigated tensions between engagement in social activism with the pressures of maintaining high scholastic achievements.

Authors

• Tonisha B. Lane, Virginia Tech

• Hannah M. Kuneyl, University of Illinois at Urbana-Champaign

• Kendall Pete, Virginia Tech

• Brandy Hayden

• Ian Shoemaker