A longitudinal science intervention with students from ethnic-racial underrepresented groups in an urban area examined the roles of intervention participation and STEM relationships in implicit and explicit science identity and attitudes and social belonging. Across a four-week geoscience program, Black, Latinx, and Native American/Alaskan Native (87.5%) students (N = 97; Mage = 15.27; female = 44%) from low socio-economic backgrounds engaged in hands-on activities, field trips, group projects, and listened to diverse speakers. The present intervention provides evidence that immersing ethnic-racial minority high school students in an engaging science program with supportive STEM relationships, particularly near-peer relationships, promotes science-based cognitions that have implications for persistence in STEM.

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