Fostering STEM Identity through Academic and Community Engagement

This study investigates how students' engagement in academic community (one-on-one faculty meetings, participation in undergraduate research, involvement with student organizations and attendance at department colloquia) relates to their sense of belonging in a college STEM environment. We collected Likert-scale survey data from underclassmen and upperclassmen to measure sense of belonging and conducted interviews to explore how students perceive scientists and their place within the scientific community. Preliminary results indicate that upperclassmen reported an increased sense of belonging among those with higher levels of faculty interaction and research. A notable pattern emerged in interviews: underclassmen described scientists as innately "smart people," while upperclassmen typically defined scientists by their activities, such as conducting experiments. This study, part of our S-STEM grant, included students from physics, chemistry, biochemistry, electrical and computer engineering, and data science. Findings suggest structured academic engagement may support belonging, though further data is needed to confirm this.