Black and Latine Students’ Experiences of Instructional Belonging Opportunity Structures in STEM: Critical Qualitative Analysis

• In Event: Culturally Responsive Practices and Mentorship in STEM Education

Abstract

Higher education in general, and STEM in particular, can be stigmatizing for Black and Latine students, often communicating that they do not belong. However, instructional belonging opportunity structures can support belonging, but much belonging research ignores racism. Drawing from belonging literature and Critical Race Theory, this case study investigates Black and Latine STEM undergraduate students’ (N=9) experiences of instructional belonging opportunity structures and their impact on belonging. Based on interview and syllabus data, students experienced both challenges and supports related to instructional belonging opportunity structures. Researchers and practitioners can draw from this research to change academic contexts and address systemic barriers through providing instructional belonging opportunity structures to foster Black and Latine students’ belonging and make education more equitable.

Authors

• Korinthia D. Nicolai, Indiana University

• Sharon Zumbrunn, Virginia Commonwealth University

• Alison C. Koenka, University of Oklahoma

• Terrell R Morton, University of Illinois at Chicago

• Tomika L. Ferguson, Virginia Commonwealth University