'We are not the virus'-Experiences of racism among East & Southeast Asian heritage young people in London during the height of the COVID-19 pandemic.

The spread of COVID-19 was accompanied by news reports of surging racism, xenophobia, and hate crime all over the Global North targeting individuals of East and Southeast Asian (ESEA) descent. However, little empirical research has documented the impacts of COVID-19 on child and adolescent ESEAs. We describe and analyse the mental health experiences of young ESEA Londoners during the height of the COVID-19 pandemic. We purposively recruited 23 young people (aged 9-20) of ESEA heritage through social media and existing ESEA networks and analysed transcripts using thematic analysis. Participants experienced distress from being exposed to multiple forms of racism ranging from strangers on the street avoiding or harassing them to classmates at school or university making racist 'jokes', comments or 'banter'. Participants worried about hate crimes reported in news media and experienced anxiety from seeing pervasive racist content in online social media. Some participants responded by physically isolating themselves at home for long periods, whilst others chose to participate in activism, providing a sense of agency. Action by parents and school authorities was reported to help prevent further bullying, but respondents did not always feel able to approach these for help. Our findings put into focus the strain on young ESEA Londoners' mental health caused by COVID-related racism and jar against simplified depictions of metropolitan places, such as London, as centres of cosmopolitanism and tolerance. To promote the emotional wellbeing of young ESEAs, future policy should facilitate action by schools and universities against anti-ESEA racism and support ESEA community-building efforts to enhance resilience in the face of racism.

Fun moments or consequential experiences? A model for conceptualising and researching equitable youth outcomes from informal STEM learning.

While there are many different frameworks seeking to identify what benefits young people might derive from participation in informal STEM (Science, Technology, Engineering and Mathematics) learning (ISL), this paper argues that the sector would benefit from an approach that foregrounds equity and social justice outcomes. We propose a new model for reflecting on equitable youth outcomes from ISL that identifies five key areas: (1) Grounded fun; (2) STEM capital; (3) STEM trajectories; (4) STEM identity work; and (5) Agency+ . The model is applied to empirical data (interviews, observations and youth portfolios) collected over one year in four UK-based ISL settings with 33 young people (aged 11-14), largely from communities that are traditionally under-represented in STEM. Analysis considers the extent to which participating youth experienced equitable outcomes, or not, in relation to the five areas. The paper concludes with a discussion of implications for ISL and how the model might support ongoing efforts to reimagine ISL as vehicle for social justice.

Changing the field: A Bourdieusian analysis of educational practices that support equitable outcomes among minoritized youth on two informal science learning programs.

Supporting more equitable participation in science, technology, engineering, and mathematics (STEM) remains a key, persistent educational challenge. This paper employs a sociological Bourdieusian lens to explore how equitable youth outcomes might be supported through informal science learning (ISL). Drawing on multimodal, ethnographic data from four case study youth aged 11-14 from two ISL programs, we identify four areas of practice that were enacted to a greater or lesser extent in the programs in support of equitable youth outcomes. We identify how the equitable potential of these practices was realized through a disruption of dominant power relations. It is argued that ISL should focus on changing the field, rather than young people. Affordances and limitations of the Bourdieusian lens are discussed.