Does Gender Matter? STEM Sense of Belonging for Academically Advanced 12- to 13-Year-Olds

• In Event: Sheraton Roundtable Session Seventeen
  In Roundtable Session: Research on Giftedness, Creativity, and Talent SIG Roundtable: STEM (Table 9)

Abstract

We investigated academically advanced students’ sense of belonging to STEM disciplines, and the relationships among STEM sense of belonging, STEM classroom/peer climate, STEM exposure, and identification with STEM. Although previous research established that features of the STEM classroom/peer climate can promote as well as detract from underrepresented students’ interest and retention in STEM (Riegle-Crumb, Farkas, & Muller, 2006; Stake & Nickens, 2005), less is known about constructs that underlie STEM sense of belonging. Results indicated no significant difference in sense of belonging in STEM between females and males. However, there is a statistically significant two-way interaction between gender and self-identification with STEM. Key predictors of STEM sense of belonging identified by our regression model include classroom/peer climate and STEM self-identification.

Authors

• Monica Meadows, University of Arkansas at Little Rock
  Presenting Author

• Ann E. Robinson, University of Arkansas at Little Rock
  Presenting Author