Virginia Commonwealth University
SENSE OF BELONGING OF BLACK STUDENTS IN STEM MAJORS: A MIXED METHODS STUDY.
Degree: PhD, Education, 2016, Virginia Commonwealth University
The purpose of this research was to examine Black STEM students’ sense of belonging. The researcher also sought to understand what factors most contributed to students’ sense of belonging and whether the involvement in a living learning community or summer bridge program had an effect. An explanatory sequential mixed methods design was used. Participants (N
= 89) were administered a revised Psychological Sense of School Membership survey, then were purposively selected to participate in follow-up interviews (N
= 8). A principal component analysis, an independent t
-test, and a multiple regression analysis were conducted.
Results of the principal component analysis identified a two-component model containing 15 items. Survey results indicated that students in a cohort did not differ significantly on their sense of belonging. Sense of belonging was not a significant indicator of academic success. Seven themes emerged during the qualitative phase of the study: (a) student perception of the university; (b) student perception of STEM; (c) individual attributes; (d) family; (e) faculty interaction and support; (f) peer interaction and support; and (g) recommendations. The quantitative and qualitative data provided details regarding students’ perceptions of belongingness.
Students highlighted the importance of relationships with others, specifically with faculty and peers, to their belonging and success in the university. This study provided researchers, university administrators, professors, and even students insight into the world of Black STEM students and highlighted the nuances associated with their attendance at a predominately White institution and studying in a White, male dominated field.
Advisors/Committee Members: Sharon Zumbrunn, Lisa Abrams, Rosalyn Hargraves, Angie Wetzel.
Subjects/Keywords: sense of belonging; STEM; minority; Black student; mixed methods; explanatory sequential; Higher Education
to Zotero / EndNote / Reference
APA (6th Edition):
Jackson, L. (2016). SENSE OF BELONGING OF BLACK STUDENTS IN STEM MAJORS: A MIXED METHODS STUDY. (Doctoral Dissertation). Virginia Commonwealth University. Retrieved from https://scholarscompass.vcu.edu/etd/4427
Chicago Manual of Style (16th Edition):
Jackson, Lisa. “SENSE OF BELONGING OF BLACK STUDENTS IN STEM MAJORS: A MIXED METHODS STUDY.” 2016. Doctoral Dissertation, Virginia Commonwealth University. Accessed August 20, 2019.
MLA Handbook (7th Edition):
Jackson, Lisa. “SENSE OF BELONGING OF BLACK STUDENTS IN STEM MAJORS: A MIXED METHODS STUDY.” 2016. Web. 20 Aug 2019.
Jackson L. SENSE OF BELONGING OF BLACK STUDENTS IN STEM MAJORS: A MIXED METHODS STUDY. [Internet] [Doctoral dissertation]. Virginia Commonwealth University; 2016. [cited 2019 Aug 20].
Available from: https://scholarscompass.vcu.edu/etd/4427.
Council of Science Editors:
Jackson L. SENSE OF BELONGING OF BLACK STUDENTS IN STEM MAJORS: A MIXED METHODS STUDY. [Doctoral Dissertation]. Virginia Commonwealth University; 2016. Available from: https://scholarscompass.vcu.edu/etd/4427