Abstract
CONTEXT: Students of color in the United States experience elevated stress across the entire spectrum of education, spanning from early stages of K-12 to the more advanced stages of postgraduate studies. This sustained state of chronic stress decreases learning and curtails opportunities, especially in science, technology, engineering, and math (ST EM) fields, where stress levels are considered exceptionally high. Mindfulness-based practices such as MBSR have a proven effective for stress reduction in college students. However, to date, mindfulness practices have yet to be designed to support the unique needs of minoritized students with intersectional identities (e.g., poor, English as second language learners, and sexual/gender minorities) that are stigmatized in ST EM. OBJECTIVES: This article describes the development of an online, eight-week modified mindfulness practice (MMP) for minoritized students adapted from traditional MBSR. The MMP was purposely designed to be culturally inclusive and anti-racist, with the goal to reduce stress in undergraduate students of color in ST EM. METHODS: In this pilot study, we assessed the impact of MMP using both biological and perceived stress measures. Specifically, cortisol was measured from donated biospecimen hair samples, the Perceived Stress Scale measured perceived stress, and key informant interviews were conducted to understand student stressors and coping strategies before and after the intervention. RESULTS: While the observed decrease biological and perceived stress before and after the intervention was not statistically significant due to the small sample size of this pilot study, we see a dramatic positive change in student coping strategies. CONCLUSION: This study highlights the importance of providing minoritized students with options for stress reduction that are relevant and accessible.