Belonging Matters: Mediating LGBTQ Homophily and Identity in Science and Engineering

• In Event: Creating Inclusive Spaces: Belonging, Identity, and Community Across Diverse Student Populations

Abstract

LGBTQ students in STEM face challenges in finding supportive networks, limiting their participation and identification with STEM fields These challenges are due to majority people’s lack of understanding of minority experiences. This study explores whether a higher representation of LGBTQ peers in STEM departments enhances students' sense of belonging, STEM identity, and persistence toward professional goals. Data from 313 LGBTQ undergraduates across four U.S. research universities were analyzed using structural equation modeling. Results indicate that homophily, or LGBTQ personal support networks, significantly predicts a sense of belonging. Additionally, homophily indirectly correlates with competence/performance, interest, and recognition as a science person, mediated by belonging, but not with recognition as an engineer. Implications for theory and practice are discussed.

Authors

• Bryce Edward Hughes, Montana State University

• Emmanuel Tetteh Teye, Montana State University