Elevating Marginalized Student Experiences of Belonging in the Life Sciences: A Qualitative Case Study Approach.

ABSTRACT: College students with identities traditionally marginalized in scientific disciplines are more engaged and more likely to remain in science if they feel that they belong in their science, technology, engineering, and mathematics (STEM) classes and departments. In this qualitative case study, we elevated marginalized student voices to learn how departmental experiences shaped their sense of belonging in curricular and co-curricular spaces. Our research team interviewed 27 undergraduate life science students at a large predominantly white, research-intensive university. Participants reflected on their lived experiences and feelings of belonging within a biology department and shared their perceptions of departmental efforts related to diversity, equity, and inclusion. Three themes emerged as

SUBMITTER: Harry DT 

PROVIDER: S-EPMC11659870 | biostudies-literature | 2024 Dec

REPOSITORIES: biostudies-literature