Feeling a low sense of belonging is a key reason for women leaving science, technology, engineering, and mathematics (STEM) majors. Calculus is a common dropout point at which women leave their STEM major. In order to support women’s sense of belonging in this critical course, we need a deeper understanding of what contributes to women’s sense of belonging. In this report, I present a preliminary theoretical framework linking sense of belonging and factors described in the literature as contributors to sense of belonging: social connectedness, perceived competence, and features of the learning environment. I then report on a study in which women were asked to rank order these contributors from most to least impactful on their sense of belonging, and explain their rankings. Based on their rankings and explanations, initial hypothesized links were confirmed and new links emerged, which are summarized in a revised theoretical framework. Results showcase ways the contributors work together rather than separately to support women’s sense of belonging. Further, explanations of rankings highlight the notable and dynamic impact that social connectedness has on sense of belonging and suggest ways instructors can support women’s sense of belonging in Calculus by incorporating opportunities to interact into their pedagogies.
- Women’s Perspectives on Factors That Most Impacted Their Sense of Belonging in Undergraduate Active Learning Calculus
- Casey Griffin - University of La Verne
- Education sciences, Vol.16(2), p.194
- 991004364702906311
- Mathematics
- English
- Journal article