In the original article, several statements in the discussion section were not updated following other revisions.
A correction has been made to Discussion, Implications of This Study, Paragraph 5:
“On a practical level, student experiences during this period of crisis show that is essential for college faculty and staff to a) be attuned to racial trauma; b) be comfortable talking with students about race and racism; and c) ensure that they have developed trust and connection with all students.”
A correction has been made to Discussion, Concluding Comments, Paragraph 1:
“In conclusion, URM STEM undergraduates who participated in this study maintained a commitment to their educational goals while facing the challenges of the COVID-19 pandemic. For many students, racial and community identities contributed to their commitment to achieving success in science and related fields. While LSAMP programs provide important avenues of success for URM students, many students in this study described a sense of disconnection from their professors and institutions during this period of crisis, suggesting the importance of additional attention to deeper relationship-building in LSAMP and similar programs. Furthermore, theoretical work about student agency, racial identity, and science identity would also be important to have fuller understanding of the role of LSAMP and other programs in supporting student success.”
The authors apologize for this error and state that this does not change the scientific conclusions of the article in any way. The original article has been updated.
Statements
Publisher’s note
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.
Summary
Keywords
systemic racism, Lsamp, stem education, minority, underrepresented minority, COVID-19 pandemic, deconstruct URM
Citation
Botanga C, Blanc S, Jones L II, Day M and Charles M (2022) Corrigendum: Continued STEM Commitment in Light of 2020 Events: A Perspective From the Illinois Louis Stokes Alliance for Minority Participation. Front. Educ. 6:820265. doi: 10.3389/feduc.2021.820265
Received
22 November 2021
Accepted
07 December 2021
Published
05 January 2022
Approved by
Frontiers Editorial Office, Frontiers Media SA, Switzerland
Volume
6 - 2021
Updates
Copyright
© 2022 Botanga, Blanc, Jones, Day and Charles.
This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
*Correspondence: Christopher Botanga, cbotanga@csu.edu
This article was submitted to STEM Education, a section of the journal Frontiers in Education
Disclaimer
All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.