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Abstract Title: STEM Students’ Self-Efficacy and Sense of Belonging in Introductory Physics Labs
Abstract: Students' sense of belonging in science has been identified as a predictor for students' motivation, self-efficacy, and persistence in the field, especially for historically underrepresented students. Previous studies have shown that students' sense of belonging can be influenced by interpersonal relationships (with peers, the instructor, or the general environment), perceived competence, course content, and other factors. We have administered attitudinal surveys to STEM students taking introductory physics labs at a large, diverse, Hispanic-serving public university, from Fall 2018 to Spring 2020. Courses surveyed include: a two-semester algebra-based sequence targeted toward students in the biosciences, a three-semester calculus-based sequence targeted toward engineering, computer science and physical science majors, and a one semester conceptual physics course targeted toward kinesiology majors. By identifying factors that affect students' sense of belonging in the lab, we hope to further inform how we as a physics community can create inclusive, supportive scientific environments.
Abstract Type: Contributed Poster Presentation
Session Time: Poster Session I
Poster Number: 1.G3

Author/Organizer Information

Primary Contact: Bahar Amin
San Francisco State University
San Francisco, CA 94132
Phone: 9257840342
and Co-Presenter(s)
Caitlin Kepple: San Francisco State University
Kimberly Coble: San Francisco State University