Research School Network: Click, Learn, Connect Reimagining Online STEM: Why Identity, Culture and Access Matter

In an age where digital technology shapes how young people learn, connect and imagine their futures, online STEM education holds enormous promise. Yet emerging research highlights a critical gap: for many ethnically diverse young people, online STEM spaces still fail to foster a genuine sense of belonging or identity.

Recent qualitative study involving Ethnically Diverse Young People (EDYP) and their teachers sheds light on how students engage with online STEM learning and what this means for their developing identities. The findings are both encouraging and concerning — revealing opportunity, but also deep-rooted inequities that educators must address.

How young people are using online STEM

Young people are not passive consumers of digital content. They engage with online STEM learning for multiple reasons: passing exams, entertainment (“edutainment”), and networking. Platforms such as YouTube, tutoring apps and AI tools are increasingly embedded in their learning habits. 

Despite some scepticism, students are embracing Artificial Intelligence as a personalised support tool. They value the flexibility, accessibility and immediate feedback that online platforms provide. In many cases, these tools are reshaping the ​“shadow education system,” opening up access to tutoring beyond traditional classroom boundaries.

However, access remains uneven. Financial barriers, paid subscriptions, unreliable Wi-Fi, and limited digital infrastructure continue to shape who benefits most from these opportunities.

The missing piece: representation and belonging

Perhaps the most striking finding is the persistent lack of culturally diverse role models in online STEM spaces. Students repeatedly described the emotional impact of seeing — or not seeing — people who look like them in STEM.

For many, representation is not a ​“nice to have”; it is foundational. It validates their aspirations and helps them see STEM as a space they can belong to. Without it, an ​“inspiration gap” emerges. Students must actively search for relatable figures, often encountering a default narrative dominated by White, Western identities.

This absence extends beyond individuals to the knowledge itself. STEM resources frequently focus on ​“what” rather than ​“who,” overlooking the global and culturally diverse contributions to scientific knowledge. This creates what researchers describe as a lack of epistemological capital — where students do not see their heritage reflected as part of legitimate STEM knowledge.

The result? A disconnect between students’ cultural identities and their scientific learning.

Digital access is not the same as digital equity

While technology is often framed as a leveller, this research reinforces the idea of a ​“multiple digital divides.” Access to devices is just one layer. Parental support, cultural expectations, confidence, and digital literacy all shape how effectively students engage.
Teachers in the study highlighted additional concerns:

• Limited parental understanding of digital learning
• Cultural expectations that restrict girls’ engagement
• “Tech-shaming” among boys who struggle
• Reduced opportunities for deep thinking due to overly scaffolded platforms

Even where students are online, these barriers can limit meaningful participation and growth.

What does this mean for schools?

If we want more equitable STEM participation, improving access alone is not enough. We must rethink how online STEM learning is designed and delivered.

Three key implications for practice emerge:

1. Embed representation intentionally. Showcase diverse scientists, engineers and mathematicians as standard — not exceptions. Representation should feel normal, not tokenistic.
2. Build culturally responsive digital pedagogy. Connect STEM content to students’ lived experiences and cultural knowledge. This strengthens engagement and validates identity.
3. Develop digital and critical thinking skills. Move beyond passive consumption. Equip students to question, explore, and create — ensuring online tools enhance rather than limit deeper learning.

Final reflections

STEM identity is not formed through content alone. It develops through recognition, belonging and belief. When online learning environments overlook culture, they risk reinforcing the very inequalities they aim to solve.

For educators, the message is clear: equity in STEM requires more than access — it requires intentional design, cultural inclusion and a commitment to ensuring every young person can see themselves not just learning STEM but belonging within it.

Obianuju Iyaji is Racial Equality and Diversity Lead at Notre Dame High School, Norwich

References:

• Singer, A., Montgomery, G., & Schmoll, S. (2020). How to foster the formation of STEM identity: Studying diversity in an authentic learning environment. International Journal of STEM Education, 7(1). How to foster the formation of STEM identity: studying diversity in an authentic learning environment | International Journal of STEM Education | Springer Nature Link
• Tierney, W. G. (1999). Models of minority college-going and retention: Cultural integrity versus cultural suicide. The Journal of Negro Education, 68(1), 80 – 92.Models of Minority College-Going and Retention: Cultural Integrity versus Cultural Suicide on JSTOR