Holistic Retention: High-Impact Practices for Sense of Belonging of LGBQ+ Students in STEM Majors

• In Event: A Focus on Race, Gender, LGBQ+, and English Language Learners in STEM

Abstract

Using Woodford and colleagues' (2016) LGBTQ College Students’ Health and Academic Success Framework, this study explored the effectiveness of six high-impact practices (HIPs) on LGBQ+ college students’ sense of belonging in STEM and non-STEM disciplines. Using a sample of senior LGBQ+ students (N=9,799) from the 2020 NSSE, the study found that undergraduate research, study abroad, and senior capstone experiences were not significant indicators of an increased sense of belonging for STEM LGBQ+ students, while service-learning, internship, and learning community were. For non-STEM LGBQ+ students, none of the six HIPs were significant predictors for students’ sense of belonging. Based on these findings, theoretical and practical implications were suggested to highlight the necessity of contextualized applications of HIPs for LGBQ+ students by discipline.

Authors

• Seonmi Jin, Indiana University
  Presenting Author

• Hyunjeong Lee, Indiana University
  Presenting Author

• Cindy Ann Kilgo, Indiana University
  Presenting Author