How social belonging and performance varies across demographic groups in first year students in science courses.
Session Type
Poster
Room
The Great Hall, Somerville House (room 3326)
Start Date
17-7-2025 4:00 PM
End Date
17-7-2025 6:00 PM
Keywords
Social Belonging, Student Retention, Equity and Inclusion, First-Year Science Students, Engagement, STEM Education
Primary Threads
Evaluation of Learning
Abstract
Social belonging in science is important because it shapes students' academic experiences and influences their decisions to persist in their studies. Social belonging refers to the sense of acceptance, inclusion, and connection that individuals feel within a group. This study, reflects how students perceive their value and role as essential members of their class. Societal stereotypes can negatively affect students, sometimes leading to disengagement or withdrawal from university. Recognizing students' perspectives and creating inclusive learning environments can enhance belonging, participation, and academic success.
My research investigates how course-level social belonging correlates with demographic factors such as gender identity, racialization, international/domestic status, and academic outcomes. This poster highlights the role of social belonging in shaping first-year science students' experiences and performance. We combined quantitative surveys and qualitative interviews with first year students, with data from 5074 students across six Canadian institutions. By assigning social belonging scores to survey responses, I identified patterns and factors linked to belonging and academic performance. Qualitative interviews provided deeper insights into students' experiences, revealing themes of isolation, underrepresentation, and challenges in connecting with peers. Students also recounted how inclusive teaching practices positively impacted their sense of belonging. Preliminary findings suggest that inclusive environments make higher engagement and confidence. This research has been approved by ethnics boards at all sites.
Elements of Engagement
In this session, I will share key findings from both the quantitative and qualitative aspects of this study, focusing on how inclusive classroom environments contribute to retention and success, particularly for underrepresented groups. Attendees will be invited to discuss their experiences with fostering social belonging in STEM classrooms and share best practices. I hope this poster presentation sparks valuable discussions and mutual learning, and I look forward to engage with colleagues about their teaching experiences and strategies to promote inclusivity in their classrooms.
How social belonging and performance varies across demographic groups in first year students in science courses.
The Great Hall, Somerville House (room 3326)
Social belonging in science is important because it shapes students' academic experiences and influences their decisions to persist in their studies. Social belonging refers to the sense of acceptance, inclusion, and connection that individuals feel within a group. This study, reflects how students perceive their value and role as essential members of their class. Societal stereotypes can negatively affect students, sometimes leading to disengagement or withdrawal from university. Recognizing students' perspectives and creating inclusive learning environments can enhance belonging, participation, and academic success.
My research investigates how course-level social belonging correlates with demographic factors such as gender identity, racialization, international/domestic status, and academic outcomes. This poster highlights the role of social belonging in shaping first-year science students' experiences and performance. We combined quantitative surveys and qualitative interviews with first year students, with data from 5074 students across six Canadian institutions. By assigning social belonging scores to survey responses, I identified patterns and factors linked to belonging and academic performance. Qualitative interviews provided deeper insights into students' experiences, revealing themes of isolation, underrepresentation, and challenges in connecting with peers. Students also recounted how inclusive teaching practices positively impacted their sense of belonging. Preliminary findings suggest that inclusive environments make higher engagement and confidence. This research has been approved by ethnics boards at all sites.