The Role of Belonging on STEM Identity in Black, Ethnically Diverse, Academically Proficient, Historicall Black College and University Undergraduates

• In Event: AERA Roundtable Session 8
  In Roundtable Session: STEM Identity and Pedagogy

Abstract

Using an asset-based lens, this quantitative research study uses a mixed-methods approach to understand the process of STEM identity development in Black, ethnically, diverse, academically proficient students at HBCUs. A sample of 164 students completed a survey that included questions from two previously validated instruments (Oyserman, 2007; Skinner et al., 2017). Multiple constructs were identified that impact STEM identity development including emotional engagement, behavioral engagement, competence, and relatedness/belonging. However, belonging emerged consistently as an influence on identity development for HBCU STEM students. The sample data shows a small but significant correlation between STEM identity and relatedness/belonging and between competence and relatedness/belonging. Additional research is needed on the role of belonging on the development of STEM identity in the HBCU environment.

Authors

• Karen Benn Marshall, Oakwood University

• Carmen Bucknor, Oakwood University

• Sylvia Margaret Butterfield, National Science Foundation

• Christyn Byrd, Oakwood University