The Dual Development Process of Belongingness and Identity of First-Year Engineering Students

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  In Roundtable Session: Considering Motivational Pathways and Beliefs in STEM and Beyond

Abstract

This longitudinal study examined the co-development of engineering identity and school belongingness among 408 first-year engineering students. Using bivariate latent growth modeling, we found that students’ engineering identity significantly increased over their first year, while their sense of belonging remained stable. Initial levels of belonging were positively associated with the initial level of identity. Underrepresented minority (URM) students showed slower growth in both constructs. Findings underscore the importance of fostering belonging to support identity development and persistence in engineering, especially for URM students. These results inform institutional practices to improve equity and retention in engineering education through supportive and inclusive environments.

Authors

• Su Jiang, University of Houston Downtown

• Karen E. Rambo-Hernandez, Texas A&M University