What factors shape students’ perceptions of the inclusiveness of the learning environment in physics courses?

Students’ perceptions of the inclusiveness of physics learning environments—including elements such as sense of belonging, perceived recognition from others, and perceived effectiveness of peer interaction—have been shown to significantly predict their academic and motivational outcomes in physics courses. In this study, we employed both qualitative and quantitative methods to investigate the factors shaping students’ perceptions of the inclusiveness of physics learning environments. In particular, I will share our findings on the factors that influence students’ sense of belonging in introductory physics courses. These findings can inform efforts to create equitable and inclusive learning environments where all students can thrive.