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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.

The Cultural STEM Night (CSN) initiative was developed to address the persistent lack of culturally relevant STEM teaching materials, which often contributes to student disengagement—particularly among underrepresented populations. This study examined the impact of the CSN program on enhancing STEM affinity and cultural intelligence (CQ) among American and Korean teacher candidates. Over six weeks, participants engaged in synchronous workshops, virtual cultural exchanges, and collaborative STEM lesson design integrating Korean cultural contexts. Quantitative analysis of pre- and post-program surveys using the STEM Affinity Test and Cultural Intelligence Scale revealed statistically significant improvements across all subdomains of STEM affinity (identity, interest, self-concept, value, and attitudes) and in most dimensions of CQ (metacognitive, cognitive, and behavioral). However, motivational CQ did not show significant gains, likely due to limited student interaction time during the event. Qualitative data from written reflections and focus group discussions supported these findings, indicating increased instructional adaptability, cultural awareness, and confidence in designing inclusive STEM lessons. These results demonstrate the transformative potential of interdisciplinary, culturally immersive programs in teacher education. The CSN model, supported by digital collaboration tools, offers a scalable and effective approach to preparing educators for diverse classrooms. Findings underscore the importance of integrating culturally responsive teaching into STEM education to promote equity, engagement, and global competence.

We analyzed 192 first year international college students in Mid-Atlantic region to examine change of international students’ acculturative stress, adjustment, and collegiate experiences during their first year in the U.S. higher education. We found that male students, students from low socio-economic status, and students majored in humanity showed higher rate of acculturative stress and lower rate of satisfaction with college experiences compared to their counterparts. International students reported decreased acculturative stress and homesick, and increased English proficiency, social connectedness, and satisfaction with college experiences during the last week of the first year compared to the first week of their first semester. Satisfaction with college experiences, English proficiency, social connectedness, and self-esteem were significant predictors of acculturative stress. Lastly, acculturative stress in the first week of the first year and satisfaction with college experience in the last week of the first year were on each other reciprocally over one year internal.

To find the interactive OER (OER) that fits to teach diverse students in science classrooms, this study designs a selection rubric and a list of OER and asks fifty science teacher-candidates to use them for their teaching diverse students. At the end of the study, a survey is conducted and finds that teaching with the interactive OER furnishes the science teacher candidates with knowledge and skills of developing a learning environment for diverse students.

Cyberbullying is an emerging issue in the context of higher education as information and communication technologies increasingly become part of daily life at universities. This article offers a review of the major literature regarding cyberbullying, its victims and perpetrators, and its implications that impact disadvantaged students in higher education, specifically those who are in lower socio-economic situations. Post-secondary education has been an important pathway to guide students out of poverty by helping them lead successful lives. However, as in higher education, cyberbullying incidents have increased in educational situations, the bullied victims are more likely to report feelings of depression that cause an obstacle to their academic achievements in post-secondary education. The anonymous environments associated in cyberbullying can cause immorality of the cyberbullying perpetrators. To prevent cyberbullying on campus, this article provides cyberbullying rules and policies and suggests specialized treatment and interventions for cyber-bullies as a solution.

Abstract Cultural competencies and confidence in teaching diverse students are needed to close achievement gaps between mainstream and minority students in science. In this study, an online teacher education program, Virtual and Open Integration of Culture for Education (VOICE), was designed to help retain teacher candidates' science affinities and cultural competency during the COVID-19 pandemic. Thirty-two Korean teacher candidates were selected as culturally responsive instructors who were able to reduce their cultural bias and preferences about Korean culture and develop culturally responsive instruction. VOICE proceeded through (1) \"collaborating,\" by connecting seminar speakers worldwide; (2) \"designing,\" by creating culturally responsive science activities based on Korean culture; and (3) \"performing,\" by communicating with American students, teacher candidates, teachers, and parents. Pre- and post-survey results show that VOICE increased the teacher candidates' cultural proficiency and interest in science. Guidelines for research on designing online programs to enhance teacher candidates' science affinities and cultural competencies are provided.

Using a large longitudinal national dataset, The Freshmen Survey and College Senior Survey by the Higher Education Research Institution, we analyzed 950 Asian American college students to explore associations between their diverse social experiences and perceived mental health compared to other racial groups. Asian American college students appeared to show lower levels of mental health, spend less hours on social activities, and feel less connected to their friends and colleagues compared to their non-Asian counterparts (White, Black, and Latinx students). Asian American college students reported higher levels of mental health and were more satisfied with their social experience in their senior year compared to their freshmen year. For Asian American college students, gender and confidence in their social ability were significant predictors of mental health. Practical implications and recommendations for research to support Asian American students’ mental health and their social life are discussed.

We analyzed 192 first-year international college students in the Mid-Atlantic region to examine the change in international students' acculturative stress, adjustment, and collegiate experiences during their first year of enrollment in U.S. higher education. We found that male students, students from low socioeconomic status backgrounds, and students majoring in the humanities showed higher rates of acculturative stress and lower rates of satisfaction with college experiences compared with their counterparts. International students reported decreased acculturative stress and homesickness and increased English proficiency, social connectedness, and satisfaction with college experiences during the last week of the first year compared to the first week of their first semester. Satisfaction with college experiences, English proficiency, social connectedness, and self-esteem were significant predictors of acculturative stress. Lastly, acculturative stress at the beginning of the first year and satisfaction with college experiences at the end of the first year affected each other reciprocally over 1 year, according to our longitudinal investigation. Implications for research and practice are discussed.

Background The key guidelines in the management of primary spontaneous pneumothorax (PSP) include the 2010 British Thoracic Society (BTS) Pleural Disease guideline and 2001 American College of Chest Physicians (ACCP) Consensus Statement. Current recommendations are dependent on radiographic measures which differ between these two guidelines. The aim of this study is to compare size classification of PSP cases, according to BTS and ACCP guidelines, and to evaluate guideline compliance. Findings We conducted a retrospective evaluation of all PSP episodes presenting to St Thomas’ Hospital, London, between February 2013 and December 2014. Data was recorded from review of chest X-rays and patient records. Eighty-seven episodes of PSP in 72 patients were identified (median age 25 years, IQR 22–32.25). Classification of “large” and “small” showed the greatest disparity in those managed conservatively (12/27, 44%) or with aspiration only (11/23, 48%). In this UK study, BTS guidelines were followed in 70% of episodes with adherence to ACCP guidelines in 32% of episodes. Conclusions There is a poor agreement in size classification between BTS and ACCP guidelines, resulting in conflicting recommendations for management of PSP. Robust clinical trial evidence is required to achieve international consensus on the management of PSP.