The Effect of Social Belonging on Persistence to General Chemistry 2

Abstract

Students’ social belonging in general chemistry has recently been shown to predict course performance, and their course-level social belonging has been shown to differ across demographics, such as gender. This course-level social belonging consists of two components: 1) sense-of-belonging, referring to a student’s feeling of social connectedness to peers, instructors, and course environment; and 2) belonging uncertainty, referring to a student’s perception of the stability of one’s belonging or perceived ability relative to their peers in the class. In this study, we examined the belonging uncertainty as a novel factor that influences students’ persistence from General Chemistry 1 (GC1) to General Chemistry 2 (GC2). This study took place during the COVID-19 pandemic; hence, GC1 and GC2 were delivered remotely (containing synchronous and asynchronous components). Our results show evidence for 1) GC1 performance alone did not entirely explain students’ persistence to GC2 for students whose majors required GC2 (i.e., some students receiving an A and approximately half of the students with a C/C+ in GC1 did not continue to GC2), and late-semester GC1 belonging uncertainty predicts persistence for some women; 2) women reported having a higher belonging uncertainty than men at the beginning of GC2, despite there being no differences in final GC1 course grade across gender; and 3) for all students, the final GC1 course grade did not predict early semester GC2 belonging, even though the structures of the two courses were very similar. These findings add to the literature highlighting the importance of implementing inclusive practices throughout GC1 and GC2.

A Mixed Methods Study Exploring Students’ Open-Ended Responses about Course Inclusivity in General Chemistry 1

“…We give suggestions for instructors later when we discuss the specific subcategories in the Academic category. While there is much literature showing that affective measures more greatly affect underrepresented and marginalized students, ,− ,, our results do not show a high percentage of students discussing identity factors in their responses. Although students could write multiple reasons for their level of inclusivity, all students wrote one main reason, and hence, identity could have been more important to students, as other literature has shown, than is seen in our results.…”

“…Course grades (obtained after final grades were submitted) are imperfect measures of student learning, but they provide a gauge of students’ performance and can have impact on student perceptions of GC1. , Analyses compared students earning grades C+ or lower (<74%) (GGroup 1) and students earning A– or above (>87%) (GGroup 2). The “C+ or below” range was selected because, in another GC1 study, students whose major required them to take GC2 and had a C+ or below had less than a 50% probability of continuing on to GC2.…”

“…The importance of diversity, equity, and inclusion (DEI) in science, technology, engineering, and mathematics (STEM) has been increasingly emphasized nationally , and in chemistry specifically. − This has led to an increasing number of studies concerning DEI in the classroom and the effects social aspects of learning have on student performance and persistence in STEM courses. − Social components (e.g., low social belonging, fixed academic-mindset messaging, and imposter syndrome) are key reasons students mention when leaving STEM majors. − In addition, these social concerns (i.e., affective variables) have an increased effect on underrepresented and marginalized groups in STEM. ,− Studies have shown that some of these affective variables (e.g., students’ belonging beliefs, academic mindsets, and feelings of imposter syndrome) are dependent on the classroom environment ,− and a moderate correlation between belonging and overall rating of course inclusivity has been seen in introductory STEM courses. , Inclusive teaching practices and positive classroom climates are also major factors in student motivation, course-level belonging, and intention to persist. ,,, Hence, creating classroom spaces that are equitable and inclusive contains many aspects that are integrated and complex, and such learning spaces are essential for students’ performance and retention in STEM.…”

“…General chemistry, one of the initial STEM courses students take in college, is a foundational course for many STEM disciplines and typically one of the largest courses students take during their college career. Many are first-year students adjusting to college expectations and the environment, , and those struggling with foundational coursework are at greater risk of leaving STEM. − Students mention their insufficient connection to their institution’s culture (i.e., a low sense of inclusion) and their low belonging (i.e., low feelings of acceptance, high discomfort in the community, and feelings of imposter syndrome) as reasons for leaving STEM. , Prior studies have shown that course-level belonging affects student performance and persistence in general chemistry, especially for women and first-generation women. − Hence, additional studies are needed to better understand how to create an inclusive classroom environment, especially in general chemistry, which is a crucial foundational STEM course.…”

“…This current exploratory study focuses on student voices in general chemistry, a key introductory STEM course, and adds to the conversation examining characteristics and teaching or classroom practices that affect students’ perceptions of an inclusive course environment, with the goal of supporting instructors in retaining students in STEM. In addition, because of the increased effect these affective variables have on underrepresented and marginalized students, ,− we explored how those factors might vary based on student identity, level of self-reported course inclusivity, and final course grade.…”