How does doing science foster self-esteem among students from socially disadvantaged backgrounds?

Students from socially disadvantaged backgrounds often experience lower self-esteem and difficulties in envisioning themselves pursuing higher education, particularly in scientific fields. It is especially pronounced in underprivileged urban areas such as the northern neighbourhoods of Marseille.

The pedagogic goal of the extracurricular science club is to actively engage the students in scientific hands-on scientific experimentation in interdisciplinary projects. They are learning to work in teams on inquiry-based learning experiences, to reflect on errors and successes, to provide peer tutoring towards shared objectives. Those lead to develop academic engagement and personal confidence.

During the academic year, students took part in a local science competition where they need to create a piece of art made with crystals. The theme of this year is the contribution of women in crystallography. Those crystals are made from scratch with Copper sulfate pentahydrate (CuSO₄·5H₂O).

The extracurricular science club show notable positive outcomes. Students are being more confidence in class, more spontaneous in peer tutoring and peer support. Moreover, several students reported a renewed interest in science and an improved capacity to envision themselves pursuing further studies in scientific fields.

These findings suggest that engaging students in meaningful scientific projects can foster self-esteem and peer support while helping reduce social and educational inequalities.