SENSE OF BELONGING OF BLACK STUDENTS IN STEM MAJORS: A MIXED METHODS STUDY

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SENSE OF BELONGING OF BLACK STUDENTS IN STEM MAJORS: A MIXED METHODS STUDY By Lisa Jackson, Ph.D. A dissertation submitted in partial fulfillment of the requirements for the degree Doctor of Philosophy in Education at Virginia Commonwealth University. Virginia Commonwealth University, 2016 Dissertation Chair: Dr. Sharon Zumbrunn Associate Professor Department of Foundations of Education The purpose of this research was to examine Black STEM students’ sense of belonging, as it pertains to their academic and social integration. 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 on students’ sense of belonging. An explanatory sequential mixed methods design was used with participants from a large, urban university in the Mid-Atlantic United States. Participants (N = 89) were administered a revised Psychological Sense of School Membership survey, then participants (N = 8) were purposively selected to participate in one-on-one follow-up interviews. Quantitative data were used to run a principal component analysis, an independent t-test, and a multiple regression analysis. After the quantitative data were analyzed, the qualitative data were collected and analyzed. Finally, the results of both portions were combined and analyzed through mixed methods analysis. Results of the principal component analysis identified a two-component model containing 15 of the original 20 items. The two-components were identified as ‘interactions” and “welcoming/belonging.” Additionally, survey results indicated that students in a cohort did not differ significantly based on their sense of belonging, as measured on the PSSM. Sense of belonging also was not a significant indicator of academic success. Seven themes emerged during the qualitative phase of the study, they were: (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. Results of these findings were surprising; students of differing groups shared very important details regarding their sense of belonging and the influences on campus that have impacted it. Together, the quantitative and qualitative data provided very deep and intricate details of students’ perceptions of belongingness. Many of the findings within this study confirmed that of previous research on belonging. Students highlighted the importance of relationships with others, specifically with faculty and peers, to their belonging and success in the university. Several students identified their peers as being the most important factor to their sense of belonging. 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.