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Disproportionate Impact: How the Pandemic is Amplifying Scientific Inequality for Underrepresented Communities

Source link : https://todaynewsgazette.com/2024/10/03/science/article13478/

When discussing post-pandemic academic recovery, the focus tends to be⁢ on math and reading, but science learning losses have been particularly persistent and certain groups have⁢ been disproportionately affected.

According to a recent report by NWEA, an ⁤organization specializing in K-12 assessment ‍and research, there have been notable trends in science achievement since the onset of⁤ the COVID-19 pandemic. Analyzing MAP Growth assessment results for grades three⁢ through eight, researchers found a mixed ⁤story of academic recovery as compared to earlier research‍ into math and reading. While science achievement​ dropped early in the pandemic like math and reading achievements did, it has shown improvement; however, ⁢middle school grades continue to‌ struggle with recovery.

Sue Kowalski, Lead Research ⁢Scientist at NWEA says that‍ “the trends tell a slightly different story than what we’ve seen in⁤ math ⁤and reading. On​ one hand ​our elementary students are nearly back to pre-pandemic academic growth⁤ for science, but our older students are still ​very much struggling”.

The new report is part of an ongoing series of research from NWEA examining how the pandemic has impacted academic gains and achievement in the ​U.S. The report analyzed data from 621 U.S. public schools that consistently administered ⁢the MAP Growth ⁤Science assessment from ‍spring 2017 through spring 2024 across consistent testing grades within those schools.

The findings showed ​that while losses in ⁢science learning were ‍smaller than those observed in reading and math (up to 3.2 ⁤months lost), Hispanic eighth-grade students ​were significantly behind as much as five months by 2021 before falling ‍even further behind ‌reaching over⁣ 11 months by 2024. Black middle school students had recovered somewhat by this point ⁣but remained significantly behind their peers from before‍ COVID-19 affecting them with gaps between being⁢ below -13 to ​-15 months.

What are the financial barriers ⁣that individuals from low-income‌ backgrounds face in pursuing a career in science, and how has the pandemic exacerbated these ‌challenges?

Title: Disproportionate Impact: How the Pandemic ⁣is​ Amplifying Scientific Inequality for Underrepresented Communities

Introduction

The COVID-19 pandemic has brought to ⁣light many inequalities ‍that exist in our society, including those‍ within ⁤the‍ scientific community. Underrepresented communities, including women, people of color, LGBTQ+ individuals, and those from low-income backgrounds, have long ‌faced barriers in accessing resources⁤ and opportunities​ within the field of science.​ These disparities​ have ⁤only been amplified by the pandemic, leading to a ​disproportionate impact ​on these communities.

Challenges Faced by Underrepresented Communities in Science

Underrepresented‌ communities have ‌historically faced⁤ numerous challenges in pursuing careers in science and academia. These challenges⁣ include:

Lack of Access to Resources: Many individuals‍ from ​underrepresented communities lack access to quality‌ educational opportunities, mentorship, and funding for research,‌ making it difficult for them to⁤ pursue careers in scientific fields.

Discrimination⁣ and Bias: Discrimination​ and bias ⁤continue to be pervasive ⁣in the ⁢scientific community, often limiting the opportunities available to individuals from underrepresented ⁤communities.

Limited Representation: Underrepresented communities​ are often underrepresented in scientific research, leading to⁣ a lack of diverse ⁣perspectives ​and experiences ⁢in the field.

Financial Barriers: The ⁤financial burden​ associated with pursuing a career in science can be particularly⁣ challenging for individuals from low-income backgrounds, who⁢ may struggle to afford the cost of education and research.

Impact of the Pandemic

The COVID-19 pandemic has exacerbated these existing challenges, further widening⁤ the inequality gap within the scientific‌ community. Some of the ways in which the⁤ pandemic has impacted underrepresented communities in science‍ include:

Disruption‌ of Education: The shift to remote learning has disproportionately affected students‌ from underprivileged backgrounds, who may lack access to necessary ⁣technology and resources ⁣for online education.

Increased Workload and Burnout: Many individuals from ​underrepresented communities are facing​ increased workloads and burnout as they⁤ juggle caregiving responsibilities, financial pressures, and the demands of⁢ their scientific careers during the‌ pandemic.

Limited Research​ Opportunities: The pandemic has resulted‍ in the suspension or reduction of research activities in many‍ institutions, leading to a decrease in available opportunities for individuals ​from underrepresented ⁤communities⁢ to⁣ gain‌ research experience.

Mental Health⁢ Challenges: The pandemic has taken a toll ​on the mental⁤ health of many individuals, particularly those from underrepresented communities who may already ​face additional stressors and discrimination within ‌the⁤ scientific community.

Addressing Inequality in Science

It is crucial to take proactive measures to ​address the disproportionate impact of the pandemic on underrepresented communities in science. Some potential strategies

Key findings ‍show that COVID-19 school closures led to unfinished learning ⁣varying between ​one month up till over two months by spring 2021 alone showing uneven recovery across elementary and middle grades leading up till spring 2024 where a normalization ⁤was observed for grades three through five⁤ unlike for​ middle school levels which continued on decreasing following large declines being evident among eighth graders reaching approximately around three more than two-months lagging behind their peers’ performance levels ​from pre-COVID times regardless of race or ethnicity adding to​ concerns especially regarding how closely related ‍recent impacts may end up relating with increased complexity expected content at high schooling level sciences classes.

Several recommendations were offered following ​these observations including integrating more science into​ other subjects, as‍ well as continued utilization ‍of summer programming ⁤targeted towards helping ⁤struggling students recover.

This article was originally posted on eSchool Media Contributors:
https://www.eschoolnews.com/2024/12/10/science-learning-losses-lurk-behind-math-and-reading/?all=y

The post Disproportionate Impact: How the Pandemic is Amplifying Scientific Inequality for Underrepresented Communities first appeared on Today News Gazette.

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Author : Jean-Pierre CHALLOT

Publish date : 2024-10-03 09:58:24

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