This paper presents a success story from a tutoring program that provides cost-free, individualized, online tutoring to equity-deserving families in Ontario, Canada. An analysis of registration data revealed that, when science, technology, engineering, mathematics (STEM) tutoring is made accessible to racialized students, irrespective of gender, interest in STEM tutoring is universal. This challenges traditional notions that such ascribed characteristics might deter STEM interest. However, while celebrating this success, findings also shed light on an area that needs future attention: newcomer students are less likely to select tutoring in STEM, based on this sample. While the reasons for this are beyond the scope of this data, this highlights a need for research on how to best support newcomer students.

Authors: Wendy Cukier

Published in: Canada International Conference on Education, 2024

• Date of Conference: 23-25 July, 2024
• DOI: 10.20533/CICE.2024.0075
• Electronic ISBN: 978-1-913572-65-5
• Conference Location: Toronto Metropolitan University, Toronto, Canada