Race and gender differences in how sense of belonging influences decisions to major in STEM

TLDR

Women and students of color are widely underrepresented in most STEM fields. The study investigates how race and gender intersect with students’ sense of belonging to explain underrepresentation in STEM majors by interviewing 201 college seniors. The authors conducted semi‑structured interviews with 201 college seniors—mostly women and people of color—examining their sense of belonging and its relation to STEM major retention. White men reported the strongest sense of belonging, whereas women of color reported the weakest, and the study identified interpersonal relationships, perceived competence, personal interest, and science identity as key contributors, showing that students who stay in STEM feel more belonging and that underrepresented groups are disadvantaged by structural and cultural biases.

Abstract

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.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.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.