This case study aims to investigate the effectiveness of an online science enhancement program in retaining ethnic minority students in science by providing them with opportunities to interact with cultural role-models of scientists and engineers during the COVID-19 pandemic. The study draws on foundational theories of identity formation and attitudes towards science, as well as research on growth mindsets, to increase students' participation in science and assess the program's effects, while also collecting data to develop a new theory. The findings indicate that the online enhancement program successfully facilitated the formation of science identities among the 12 ethnic minority high school students, enhanced their interest in science, and fostered positive attitudes towards science during the pandemic. Moreover, the online interactions with cultural role-models of scientists and engineers supported the students' science learning and reinforced their science identity. This study also provides guidelines for future research on designing online enrichment programs to enhance ethnic minority students' science affinities.