First Advisor
Dr. Erin Shortlidge
Date of Award
Spring 6-16-2024
Document Type
Thesis
Degree Name
Bachelor of Science (B.S.) in Chemistry and University Honors
Department
Chemistry
Language
English
Subjects
Belonging, perception, value, belonging intervention, belonging activity
Abstract
With the prioritization of increasing Science, Technology, Engineering, and Mathematics (STEM) graduates in the United States, researchers have become increasingly interested in how to promote STEM students’ sense of belonging. Sense of belonging is considered a marker of persistence in STEM. Facilitated ‘belonging interventions’ are one way to strengthen a sense of belonging amongst STEM students. How students respond to, value, and understand these belonging interventions is relatively understudied. In this study, focus groups were conducted with STEM students from a single university to investigate how they value an in-class belonging activity. Qualitative thematic coding of focus group responses revealed three emergent themes including Value of the Activity, Accepting the System “As-Is,” and Unsafe Pedagogy. Moving forward with the study includes data analysis for subthemes and follow-up interviews with focus group participants.
Recommended Citation
Runkel Baez, Elizabeth A., "Student Perceptions: How STEM Students Value Belonging Interventions" (2024). University Honors Theses. Paper 1532.
Included in
Educational Assessment, Evaluation, and Research Commons, Other Chemistry Commons, Science and Mathematics Education Commons