Perceptions and experiences of science among diverse adolescent youth during COVID-19

Abstract

The present study adopted a funds of science identity framework, an asset-based, justice-oriented approach that centers the lived experiences of minoritized students in science, in order to explore high school students' perceptions and experiences of science and science engagement during the COVID-19 pandemic. In July of 2020, we conducted 11 virtual focus groups with 38 high school students across grades 9–12 (34 % Hispanic, 23 % Multiracial, 16 % Black) from two university-based summer research programs in the United States serving students underrepresented in higher education and STEM pathways. Our qualitative, thematic analysis underscores the importance of sociocultural and sociohistorical contexts in which science takes place, as well as individual differences in future time perspective and self-efficacy that shaped perceptions and experiences of science and science engagement during the pandemic. We conclude with directions for future research in science identity that incorporates the evolving social and historical circumstances that affect adolescent development.