Belonging in Engineering Education: A Systematic Literature Review of Its Impact on Recruitment and Retention for Female Students and Students from Ethnic Minority Backgrounds
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| Title: | Belonging in Engineering Education: A Systematic Literature Review of Its Impact on Recruitment and Retention for Female Students and Students from Ethnic Minority Backgrounds |
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| Language: | English |
| Authors: | Mieke Cannaerts (ORCID |
| Source: | European Journal of Engineering Education. 2025 50(3):512-538. |
| Availability: | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 27 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Descriptors: | Engineering Education, Sense of Belonging, Females, Womens Education, Disproportionate Representation, Social Capital, Self Concept, Self Efficacy, Student Experience, Ethnicity, Minority Group Students, Racial Differences, Student Characteristics, Cultural Influences, Role, Models, Mentors |
| DOI: | 10.1080/03043797.2024.2449212 |
| ISSN: | 0304-3797 1469-5898 |
| Abstract: | Diversity in engineering, and STEM in general, is essential to address societal challenges, yet women and individuals from ethnic minority backgrounds remain underrepresented. Belonging has shown promise for recruiting and retaining these groups, prompting further exploration. This review investigates the impact of (anticipated) belonging on the pursuit and persistence in engineering education among underrepresented groups. Through a systematic literature review, 480 articles from the Scopus database were screened, with 20 articles selected for analysis. Multiple definitions of belonging were revealed, leading the authors to propose a core definition that distinguishes it from closely related concepts like identity alignment and social support. Additionally, a complex network of concepts affecting the relationship between belonging and recruitment/retention emerged, including social capital, engineering identity, self-efficacy, and academic experience and representation. The authors present a simplified conceptual model capturing the role of belonging in the recruitment and retention of underrepresented students in engineering education. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1487623 |
| Database: | ERIC |
| Abstract: | Diversity in engineering, and STEM in general, is essential to address societal challenges, yet women and individuals from ethnic minority backgrounds remain underrepresented. Belonging has shown promise for recruiting and retaining these groups, prompting further exploration. This review investigates the impact of (anticipated) belonging on the pursuit and persistence in engineering education among underrepresented groups. Through a systematic literature review, 480 articles from the Scopus database were screened, with 20 articles selected for analysis. Multiple definitions of belonging were revealed, leading the authors to propose a core definition that distinguishes it from closely related concepts like identity alignment and social support. Additionally, a complex network of concepts affecting the relationship between belonging and recruitment/retention emerged, including social capital, engineering identity, self-efficacy, and academic experience and representation. The authors present a simplified conceptual model capturing the role of belonging in the recruitment and retention of underrepresented students in engineering education. |
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| ISSN: | 0304-3797 1469-5898 |
| DOI: | 10.1080/03043797.2024.2449212 |
