Diversity in Education
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Race and gender differences in how sense of belonging influences decisions to major in STEM

– The authors found that white men were most likely to report a sense of belonging whereas women of color were the least likely.
– Representation within one’s STEM sub-discipline, namely biology versus the physical sciences, impacts sense of belonging for women.
– Four key factors were found to contribute to sense of belonging for all students interviewed: interpersonal relationships, perceived competence, personal interest, and science identity.
– The authors findings indicate that students who remain in STEM majors report a greater sense of belonging than those who leave STEM.
– Students from underrepresented groups are less likely to
feel they belong.
– Both race and gender moderate the experiences that impact sense of belonging for science students.
– Women of color reported the feeling a sense of belonging less frequently than any demographic group.
– Lack of belonging reported by men is primarily experienced by men of color

Exposure to School and Classroom Racial Segregation in Charlotte-Mecklenburg High Schools and Students' College Achievement

1) Do the effects of school racial segregation extend into early college outcomes among students graduating from CMS schools and entering the UNC system? 2) Is minority representation in the upper-track classes related to students’ first year college achievement? 3) Do the levels of within-school segregation due to tracking exacerbate the negative effects of attending a segregated black high school?

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