Self-Efficacy, Sense of Belonging, and Academic Outcomes for First-Year Women in Engineering

• In Event: Supporting First-Year College Student Success

Abstract

In this study we employed a sense of belonging intervention and then conducted mixed-method research that includes both extensive longitudinal quantitative data and qualitative interviews across the first year of college. The primary research question for the study we present here is: How do the analysis of the interviews with first-year women engineering students add context and help to explain any differences between the intervention and control group in achievement outcomes (DVs for the present study course grade, section attendance in course, and retention in engineering during the first college year)?

Authors

• Linda DeAngelo, University of Pittsburgh

• Kevin R Binning, University of Pittsburgh

• Sarah E Kurz, University of Pittsburgh