PERC 2024 Abstract Detail Page
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| Abstract Title: | Sense of Belonging and Perceptions of Learning of STEM undergraduate students |
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| Abstract Type: | Contributed Poster Presentation |
| Abstract: | Sense of belonging, or the feeling of being "accepted, respected, included, and supported," is crucial for retention, attainment, and well-being among STEM students (Goodenow, 1992). This study uses an intersectional approach to investigate what drives this sense of belonging among students in the Physics and Maths departments at King's College London (KCL). Semi-structured interviews were conducted with undergraduates and recent graduates, focusing on belonging, self-efficacy, science identity, and perceptions of learning. Thematic analysis showed that friendships and community spaces are vital in creating a sense of belonging. Participants highlighted the need for a community that reflects their intersecting identities. Students reported limited interaction with academic staff, depending instead on peer support and student-led groups. Participants noted an improvement in their sense of belonging as they progressed through their studies, gaining confidence and forming connections. The study offers recommendations to improve academic engagement, including inter-year contact, events, and study sessions. |
| Session Time: | Poster Session 2 |
| Poster Number: | B30 |
Author/Organizer Information | |
| Primary Contact: |
Toluwalase Akanbi-Akinlolu King's College London |
