An Equity-minded Multi-dimensional Framework for Exploring the Dynamics of Sense of Belonging in an Introductory CS Course

In this paper, we study three focus areas: investigating the identity-related sense of belonging in a gateway computer science course, examining the dynamics of the sense of belonging between the beginning and the end of the course, and offering actions to improve the sense of belonging that addresses the needs of students from intersecting identity groups. We use multivariate logistic regression models to identify how students' identity, prior mathematics and programming knowledge, and social expectations of success shape their sense of belonging entering the course and after completing it. Our multi-dimensional approach allows for consideration of the intersectionality of students' identities as well as other multiple factors at the same time. Our analyses suggest that social perceptions persistently affect students' sense of belonging. Therefore, we argue that more direct interventions targeting social perception are needed to achieve equity.