The impact of STEM self-efficacy and sense of belonging on academic performance for students of color in introductory STEM courses

Abstract

The study explores the interplay between STEM identity development, race and gender in relation to academic performance in STEM at the beginning of post-secondary education. Statistical analyses of this study included descriptive statistics, independent sample t-tests and a multiple linear regression. The quantitative results indicated no statistically significant differences in self-efficacy and sense of belonging scores between White students and students of color. However, participants’ open-ended responses warranted a holistic examination to look for qualitative differences in the STEM identities of students of color and White students. The findings supported existing literature on disparities in support, inclusion and access to positive academic environments for students with marginalized identities in STEM. Additionally, the multiple linear regression model suggested that self-efficacy has a significant impact on students’ academic performance while sense of belonging also warrants further exploration. The findings from this study can inform and influence the development of inclusive teaching practices, support programs and other interventions that will aid in the promotion of positive academic experiences and the improvement of retention and persistence in STEM while addressing equity gaps in higher education