The sense of belonging in an educational setting can affect the level of achievement of students. This psychological factor has been reflected in the STEM fields, specifically in females pursuing areas of study that are male-dominated. Through a set of surveys administered to undergraduate students enrolled in a two-semester general chemistry course at a private college, this study looked at the sense of belonging and uncertainty at the levels of the institution, course, and major. One survey was given the second week of class to analyze the perceived sense of belonging and the uncertainty of that sense of belonging. The second survey was given toward the end of the semester to examine the change in the feelings of the students. The results showed that the average sense of belonging was lower for females within the class but higher within the major and university levels. The average level of uncertainty was consistently higher among females throughout both surveys. The level of belonging and uncertainty was compared with the outcome of the class for each student and the results showed that low feelings of belonging and uncertainty in that feeling corresponded with negative outcomes. This shows that the level of belonging and uncertainty in a general chemistry course has practical consequences on student achievement. Changes and strategies for creating an inclusive educational setting that supports all students and strives for high academic achievement are discussed.

Impact of belonging and uncertainty on achievement in first-year chemistry

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