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Race and Gender Differences in How Sense of Belonging Influences Decisions to Major in STEM

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Title: Race and Gender Differences in How Sense of Belonging Influences Decisions to Major in STEM
Language: English
Authors: Rainey, Katherine (ORCID 0000-0001-9790-488X), Dancy, Melissa, Mickelson, Roslyn, Stearns, Elizabeth, Moller, Stephanie
Source: International Journal of STEM Education. 2018 5.
Availability: Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Page Count: 14
Publication Date: 2018
Sponsoring Agency: National Science Foundation (NSF)
Contract Number: DUE0969286
DRL1420363
DRL1420350
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Racial Differences, Gender Differences, Sense of Community, Decision Making, Majors (Students), STEM Education, College Seniors, Disproportionate Representation, School Holding Power, Interviews, Statistical Analysis, Qualitative Research
Geographic Terms: North Carolina
DOI: 10.1186/s40594-018-0115-6
ISSN: 2196-7822
Abstract: Background: Women and students of color are widely underrepresented in most STEM fields. In order to investigate this underrepresentation, we interviewed 201 college seniors, primarily women and people of color, who either majored in STEM or started but dropped a STEM major. Here we discuss one section of the longer interview that focused on students' sense of belonging, which has been found to be related to retention. In our analysis, we examine the intersections of race and gender with students' sense of belonging, a topic largely absent from the current literature. Results: We found that white men were most likely to report a sense of belonging whereas women of color were the least likely. Further, we found that 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. Conclusions: Our findings indicate that students who remain in STEM majors report a greater sense of belonging than those who leave STEM. Additionally, we found that students from underrepresented groups are less likely to feel they belong. These findings highlight structural and cultural features of universities, as well as STEM curricula and pedagogy, that continue to privilege white males.
Abstractor: As Provided
Number of References: 30
Entry Date: 2018
Accession Number: EJ1181937
Database: ERIC
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+STEM+Education%22"><i>International Journal of STEM Education</i></searchLink>. 2018 5.
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  Data: Springer. Available from: Springer Nature. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
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  Data: Background: Women and students of color are widely underrepresented in most STEM fields. In order to investigate this underrepresentation, we interviewed 201 college seniors, primarily women and people of color, who either majored in STEM or started but dropped a STEM major. Here we discuss one section of the longer interview that focused on students' sense of belonging, which has been found to be related to retention. In our analysis, we examine the intersections of race and gender with students' sense of belonging, a topic largely absent from the current literature. Results: We found that white men were most likely to report a sense of belonging whereas women of color were the least likely. Further, we found that 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. Conclusions: Our findings indicate that students who remain in STEM majors report a greater sense of belonging than those who leave STEM. Additionally, we found that students from underrepresented groups are less likely to feel they belong. These findings highlight structural and cultural features of universities, as well as STEM curricula and pedagogy, that continue to privilege white males.
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      – Text: English
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      – SubjectFull: Racial Differences
        Type: general
      – SubjectFull: Gender Differences
        Type: general
      – SubjectFull: Sense of Community
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      – SubjectFull: Decision Making
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      – SubjectFull: Majors (Students)
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      – SubjectFull: North Carolina
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