“I feel listened to and heard”: How social support fosters a sense of belonging for low‐income STEM majors

IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in Science Teaching Pub Date : 2024-08-23 DOI:10.1002/tea.21977
Madison R. Payne, Nicole D. LaDue, Daryl Dugas, Duangkamon Winitkun, Stephanie Schmidt
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Abstract

Persistence across undergraduate science, technology, engineering, and mathematics (STEM) programs is exceptionally low. Recent studies have shown that social support and sense of belonging are particularly important for students who are historically underrepresented in STEM, yet few interventions have directly targeted or investigated these factors. This qualitative study investigates low‐income, high‐achieving undergraduate STEM students' perceptions of their belonging in the context of a 2‐year peer social support group intervention. Interview analysis of 11 participants demonstrates that these STEM students attribute their sense of belonging to feelings or displays of comfort, commonality, community, and concerted effort. The peer group facilitated increases in participants' social support and sense of belonging by allowing participants to build friendships, recognize shared experiences, connect to their campus, build confidence with peers, and feel supported in their non‐academic and academic struggles. Although the program's main objective was to build participants' sense of belonging, the social support provided through the peer group also acted as a mechanism for increasing information‐related social capital. We recommend the implementation of similar non‐academic, supportive social spaces to increase the sense of belonging and overall persistence of low‐income STEM students.
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"我感到自己被倾听和聆听":社会支持如何培养低收入 STEM 专业学生的归属感
科学、技术、工程和数学(STEM)专业本科学生的持续学习率非常低。最近的研究表明,社会支持和归属感对于历来在 STEM 领域代表性不足的学生尤为重要,但很少有干预措施直接针对或调查这些因素。本定性研究调查了在为期 2 年的同伴社会支持小组干预中,STEM 本科生中的低收入、高成绩学生对其归属感的看法。对 11 名参与者的访谈分析表明,这些 STEM 学生将其归属感归因于舒适感、共同性、社区和共同努力的感觉或表现。朋辈小组通过让参与者建立友谊、认识到共同的经历、与校园建立联系、与同伴一起建立自信以及在非学术和学术奋斗中感受到支持,促进了参与者社会支持和归属感的提高。尽管该计划的主要目标是建立参与者的归属感,但通过同伴小组提供的社会支持也成为增加与信息相关的社会资本的一种机制。我们建议实施类似的非学术性、支持性社会空间,以提高低收入 STEM 学生的归属感和整体坚持能力。
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来源期刊
Journal of Research in Science Teaching
Journal of Research in Science Teaching EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.80
自引率
19.60%
发文量
96
期刊介绍: Journal of Research in Science Teaching, the official journal of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research, publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. Scholarly manuscripts within the domain of the Journal of Research in Science Teaching include, but are not limited to, investigations employing qualitative, ethnographic, historical, survey, philosophical, case study research, quantitative, experimental, quasi-experimental, data mining, and data analytics approaches; position papers; policy perspectives; critical reviews of the literature; and comments and criticism.
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