Students’ Sense of Belonging in Introductory Chemistry: Identifying Four Dimensions of Belonging via Grounded Theory

• Published in: International journal of science and mathematics education 2024-10, Vol.22 (7), p.1515-1535
• Main Authors: Young, Jessica D., Demirdöğen, Betül, Lewis, Scott E.
• Format: Article
• Language: English
• Subjects: Context; Education; Mathematics Education; Qualitative analysis; Science Education; Students
• ISSN: 1571-0068; 1573-1774
• DOI: 10.1007/s10763-023-10433-3

Students’ sense of belonging impacts their affect, motivation, well-being, and academic success. Sense of belonging is considered context-dependent as what determines one’s belonging differs across contexts. This study explores how sense of belonging manifests among post-secondary, introductory chemistry students. This context is important given the threats to belonging that may arise from the transition into post-secondary studies and the pivotal role introductory courses play in student success. To carry out this investigation, 19 post-secondary students from introductory chemistry courses were interviewed following a semi-structured approach. Qualitative analyses were conducted that led to a conceptualization of belonging. Belonging can be situational, dependent on the occurrences within the setting, or dispositional, representing long-standing tendencies. It is also acceptance-based, such as friendships and support, or value-based, where contributions are recognized or acted upon. These traits are combined into four dimensions: Situational Acceptance, Dispositional Acceptance, Situational Value, and Dispositional Value. This nuanced understanding can guide instructional and research efforts to improve students’ sense of belonging.