The Impact of the Covid-19 Pandemic on Sense of Belonging and Science Outcomes among Biomedical Science Students
A Longitudinal Study
Datos Bibliográficos
| ID | 22045554 |
|---|---|
| Autores | Patricia Escobedo (0000-0003-4989-6242, California State University, Northridge, autor de correspondencia), Sungmin Moon (0000-0002-0111-5729, California State University, Northridge), Kyle A Moreno (California State University, Northridge), Kyle Moreno (California State University, Northridge), Judith C P Lin (0000-0002-3212-3705, California State University, Northridge), Patchareeya P Kwan (0000-0001-7460-9503, California State University, Northridge), Gilberto E Flores (0000-0002-3338-611X, California State University, Northridge), Gabriela Chavira (0000-0002-1538-0558, California State University, Northridge) |
| Año | 2023 |
| Volumen | 13 |
| Número | 6 |
| Páginas | 579 |
| Fecha de publicación | 2023-06-05 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Education Sciences (JOURNAL) |
| Identificadores de la revista | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Editorial | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci13060579 |
| PMID | 39421241 |
| OpenAlex | W4379470284 |
| Idioma | EN |
| Citas recibidas | 2 |
| Referencias citadas | 45 |
To understand how COVID-19 impacted undergraduate research experiences (URE), the current study examined how student outcomes changed over time among biomedical science majors. In addition, this study describes how a Building Infrastructure Leading to Diversity (BUILD) Promoting Opportunities for Diversity in Education and Research (PODER) URE program shifted entirely online in response to COVID-19. Biomedical science majors at a university in Southern California completed surveys in 2019 and 2020 and rated their science identity, science self-efficacy, and academic self-concept. We examined how scores changed over time by comparing: (1) BUILD and non-BUILD students and (2) students from underrepresented groups (URG) and non-URG students. Sense of belonging scores from 2020 were also compared among BUILD and non-BUILD students. BUILD students reported a significant increase in science self-efficacy scores, unlike non-BUILD participants. BUILD students also increased their science identity scores, unlike non-BUILD participants. Differences in sense of belonging were not significant, and differences between URG and non-URG students were not significant. Given the importance of science self-efficacy and science identity in a student’s academic trajectory, our results indicate that UREs such as BUILD PODER were able to improve or maintain critical student outcomes during a pandemic. These results highlight the importance of URE participation among biomedical science majors
2019-20 coronavirus outbreak · Health science · Longitudinal study · Mathematics education · Medical education · Pandemic · Career Development and Diversity · Health and Medical Research Impacts · Medical Education and Admissions · Medicine · Psychology · Virology
College Students’ Sense of Belonging
Benefits of Undergraduate Research Experiences
Undergraduate Research Experiences Support Science Career Decisions and Active Learning
Disparities in Covid-19 Outcomes by Race, Ethnicity, and Socioeconomic Status
Diversifying Science
Computing whether she belongs
Campus Racial Climate Perceptions and Overall Sense of Belonging Among Racially Diverse Women in STEM Majors
Improving Underrepresented Minority Student Persistence in STEM
Increasing Persistence of College Students in STEM
Academic Self-Concept and Self-Efficacy
Race and gender differences in how sense of belonging influences decisions to major in STEM
Improving Academic Self-Concept and STEM Identity Through a Research Immersion
Undergraduate Biology Students Received Higher Grades During Covid-19 but Perceived Negative Effects on Learning
Impact of STEM Sense of Belonging on Career Interest
The Grass Is Greener in Non-Science, Technology, Engineering, and Math Classes
Addressing Unintended Consequences of Gender Diversity Interventions on Women’s Sense of Belonging in STEM
The Role of Efficacy and Identity in Science Career Commitment Among Underrepresented Minority Students
From science student to scientist
Making a Difference in Science Education
Becoming a scientist
Understanding the science experiences of successful women of color
Effects of College Transition and Perceptions of the Campus Racial Climate on Latino College Students' Sense of Belonging
| Obras citantes distintas | 2 |
|---|---|
| Citas por año | 2 |
| Intervalo de citas | 2025 - 2025 (1) |
| Velocidad de citación | recent |
| Altamente citado | No |
| Tipos de cita | Neutras: 2 |