Differentiating Identity and Sense of Belonging in STEM: Psychometric Analyses and Validation

• In Event: STEM Education: Assessment, Identity, and Support

Abstract

This study aims to define, differentiate, and validate STEM identity and sense of belonging in STEM. Based on a large and diverse sample from a minority-serving institution, we established identity and belonging as correlated but distinct constructs. As a social construct, belonging was positively associated with students’ support systems and negatively associated with macroaggression. As a personal construct, identity was positively associated with faculty support in STEM courses, career development activities, and friend support. Identity uniquely predicted STEM career intention but belonging did not. STEM education interventions can focus on building students’ personal identity to mitigate the negative effects of macroaggression. Students’ support systems (faculty, staff, family, peers) should be leveraged to foster their sense of belonging to STEM.

Authors

• Shuyan Sun, University of Maryland - Baltimore County

• Allison M. French, University of Wisconsin - Superior