Evaluating the Relations Between Students' Gender Identity, Sense of Belongingness, and Response to Active Learning in STEM Courses

• In Event: Engendering New Examinations of Gender: Norms, Stereotypes, and Motivation

Abstract

In this study we examined the relation between university students’ course belongingness and their affective and behavioral response to active learning. Additionally, we examined the moderating influence of students' gender identity. We found that, despite mean differences in belongingness, affective response, and behavioral response, there were few gender differences in the pattern of relations. For both female- and male-identifying students, belongingness predicted both students’ affective and behavioral responses. However, the results did not support the theorized mediating influence of students’ affective response on the relation between students’ belongingness and their behavioral response. These findings suggest that belongingness plays an essential role in how students respond to active learning and that fostering an atmosphere that supports belongingness may benefit all students.

Authors

• Katie Jacobson, University of Oregon
  Presenting Author

• Ariel Chasen, The University of Texas
  Presenting Author

• Lea K Marlor, University of Michigan
  Non-Presenting Author

• Madeleine Smith, University of Oregon
  Presenting Author

• Matthew C. Graham, University of Oregon
  Presenting Author

• Jenefer E. Husman, University of Oregon
  Presenting Author

• Maura J. Borrego, University of Texas at Austin
  Non-Presenting Author

• Michael J. Prince, Bucknell University
  Non-Presenting Author

• Cynthia Finelli, University of Michigan
  Non-Presenting Author