Hilliger, I., & de los RIOS, M., & Astudillo, G., & Baier, J. (2022, August), WIP: Exploring differences in student sense of belonging inside and outside the engineering classroom  Paper presented at 2022 ASEE Annual Conference & Exposition, Minneapolis, MN. 10.18260/1-2--40563

\bibitem{asee_peer_40563}
  Hilliger, I., \& de los RIOS, M., \& Astudillo, G., \& Baier, J. (2022, August), \emph{WIP: Exploring differences in student sense of belonging inside and outside the engineering classroom}
  Paper presented at 2022 ASEE Annual Conference \& Exposition, Minneapolis, MN.
  10.18260/1-2--40563

Isabel Hilliger, MARIA de los RIOS, Gabriel Astudillo, and Jorge Baier.  "WIP: Exploring differences in student sense of belonging inside and outside the engineering classroom".  2022 ASEE Annual Conference & Exposition, Minneapolis, MN, 2022, August.  ASEE Conferences, 2022.  https://peer.asee.org/40563 Internet.  15 Dec, 2024

\bibitem{asee_peer_40563}
  Isabel Hilliger, MARIA de los RIOS, Gabriel Astudillo, and Jorge Baier.
  "WIP: Exploring differences in student sense of belonging inside and outside the engineering classroom".
  \emph{2022 ASEE Annual Conference \& Exposition, Minneapolis, MN, 2022, August}.
  ASEE Conferences, 2022.
  https://peer.asee.org/40563 Internet.  15 Dec, 2024

@INPROCEEDINGS{asee_peer_40563
author = "Isabel Hilliger, MARIA de los RIOS, Gabriel Astudillo, and Jorge Baier"
title = "WIP: Exploring differences in student sense of belonging inside and outside the engineering classroom"
booktitle = "2022 ASEE Annual Conference \& Exposition"
year = "2022"
month = "August"
address = "Minneapolis, MN"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/40563}
number = {10.18260/1-2--40563}
}

TY  - CPAPER
AB  - This Work-in-Progress (WIP) aims to explore differences in engineering students' sense of belonging. By sense of belonging, researchers have referred to the feeling of mattering to a community in consequence of the received support and the social ties created in a particular context. In engineering education, different types of interventions have been designed and implemented over the past few years, aiming to boost underrepresented students’ sense of belonging. However, few studies have accounted for the impact of these initiatives on student social ties.  Considering that the sudden shift to remote and hybrid environments since the outbreak of the COVID-19 pandemic, more research is needed to understand how minority student relationships have been affected by the current course formatting. In these lines, this WIP describes an effort to measure the construct of mattering at an engineering school in a Latin American university, besides analyzing gender differences. To meet this objective, an online survey was conducted during October 2021, which was voluntarily answered by 977 undergraduate students (out of 5,000 undergraduates). The results obtained show validity and reliability indicators within an acceptable range, revealing the existence of two latent variables: institutional mattering and classroom mattering. Concerning classroom mattering, we observed statistically significant differences concerning gender, particularly favorable for students who identified themselves as female. Future work should explore the contextual nuances that might explain this finding to inform the design of interventions aimed at promoting equitable academic experiences in engineering education programs.
AU  - Isabel Hilliger
AU  - MARIA de los RIOS
AU  - Gabriel Astudillo
AU  - Jorge Baier
CY  - Minneapolis, MN
DA  - 2022/08/23
PB  - ASEE Conferences
TI  - WIP: Exploring differences in student sense of belonging inside and outside the engineering classroom
UR  - https://peer.asee.org/40563
DO  - 10.18260/1-2--40563
ER  -