Investigating Belonging for STEM Students

The objective of this study is to understand belonging for STEM students and to understand the relationship between belonging and engagement.  For the purpose of this study, belonging, which is defined as frequent and local positive interactions with others, is investigated at the class, major and university levels.  Surveys, focus groups and class room observations were conducted at five institutions which included a research institution, a teaching institution, a HBCU, a women’s college and a private faith-based institution.  Engineering and computer science were target majors.  Additionally, a contrast STEM major, chemistry, was identified at all schools but the HBCU where animal science was chosen as the contrast major.  For this study, the hypothesized correlation between belonging and self reported classroom engagement was confirmed.  Also, results, to date, indicate that belonging does not have a distinct pattern by year in school and, overall, gender differences are not statistically significant.   Lastly, students reported family as the community to which they feel most connected.  The results of this study will be presented in poster format.