June 24, 2017
June 24, 2017
June 28, 2017
This Complete Paper – Research describes a pilot study among post-secondary students involved in their first engineering-specific class and explores the concept of classroom belonging. The hypothetical premise of this research is that grade performance is, in part, determined by a student’s sense of belonging in a classroom. Further, “classroom belonging” is a function of several factors including social belonging, engineering self-efficacy, engineering identity and closeness to others in the classroom. This study revealed that a student’s sense of classroom belonging has a significant, positive impact on grade performance. The most important components of classroom belonging are the student’s sense of social belonging in the classroom and their engineering identity.
The survey-based quantitative data were complemented with qualitative interviews with underrepresented minority engineering students. These allowed us to explore their classroom belonging experiences and showed that classroom belonging is a familiar concept and a function of two separate sources of belonging: academic belonging and social belonging. Academic self-efficacy, curriculum content motivation and an ability to share academic struggles with others were important contributors to academic belonging. Social similarity, successful team experiences and a general sense of caring were also considered helpful to building social belonging in the classroom. Implications and ideas to build engineering classroom belonging from this research are discussed.
Schar, M., & Pink, S. L., & Powers, K., & Piedra, A., & Torres, S. A., & Chew, K. J., & Sheppard, S. (2017, June), Classroom Belonging and Student Performance in the Introductory Engineering Classroom Paper presented at 2017 ASEE Annual Conference & Exposition, Columbus, Ohio. https://peer.asee.org/28034
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