– 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
Current Selections
ClearRace and gender differences in how sense of belonging influences decisions to major in STEM
Fighting for Desired Versions of a Future Self: How Young Women Negotiated STEM-Related Identities in the Discursive Landscape of Educational Opportunity
Authors illustrate the local struggles that young women of color at two high schools in the same school district engaged in to construct and maintain STEM-related identities in the context of their high school lives. In particular, authors focus on the local discourses and practices of the school learning environments within and against which four of the young women in the larger study engaged in STEM identity work.
Ethnic Variation in Gender-STEM Stereotypes and STEM Participation: An Intersectional Approach
The authors examine ethnic variation in gender-
STEM stereotypes and STEM participation among African American and European American college students.
College Admissions Viewbooks and the Grammar of Gender, Race, and STEM
This study aims to critically examine representations of gender, race, and STEM in college admissions viewbooks.
The Effects of Gender and Race Intersectionality on Student Learning Outcomes in Engineering
This study examines engineering students’ self-reported learning outcomes by their gender, race/ethnicity, and the intersections of gender and race/ethnicity. This study focuses on the relationship between students’ pre-college characteristics and their learning outcomes.
Intersectionality and STEM: The Role of Race and Gender in the Academic Pursuits of African American Women in STEM
What role do the intersection of race and gender play in the academic pursuits of African American women in the STEM field of computing sciences?
Breaking it Down: Engineering Student STEM Confidence at the Intersection of Race/Ethnicity and Gender
This study examines social cognitive influences on engineering student STEM confidence, with a particular focus on women and underrepresented minorities.