Does learning about instructors' challenges in syllabi improve help-seeking and belonging in introductory STEM classes?

• In Event: Research In Progress Roundtables Session 4
  In Invited Roundtable: Gender, Race, and Identity in STEM Education (Table 6)

Abstract

Attrition rates in STEM fields are alarmingly high, with approximately 60% of students leaving within their first two years of college, especially those from underserved backgrounds. A contributing factor is a low sense of belonging, often influenced by the belief that success in STEM relies on innate brilliance. This belief fosters an environment that reinforces gender and racial stereotypes which leads underserved students to feel disconnected. This research aims to explore how resilient messaging from an instructor in introductory STEM course syllabi can counteract these negative beliefs and improve students’ sense of belonging and help-seeking behaviors, especially among underserved populations. Insights from this study will inform strategies to improve retention in STEM fields.

Authors

• Ramya Kumar, Stanford University

• Shima Salehi, Stanford University