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

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Abstract

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.

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Interested parties can obtain copies of the interview protocol and the codebook by contacting the corresponding author.

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Acknowledgements

The authors wish to acknowledge Ayesha Farheen, Dianna Kim, Pallavi Nayyar, and Isaiah Nelsen for feedback on project development. The authors also acknowledge the students who participated in the interviews.

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Authors and Affiliations

  1. Department of Chemistry, University of South Florida, 4202 E. Fowler Ave., CHE 202, Tampa, FL, 33620, USA

    Jessica D. Young & Scott E. Lewis

  2. Department of Mathematics and Science Education, Zonguldak Bülent Ecevit University, Kdz. Ereğli, Zonguldak, Turkey

    Betül Demirdöğen

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  1. Jessica D. Young
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  2. Betül Demirdöğen
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  3. Scott E. Lewis
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Contributions

JDY conceived the project, conducted the interviews, transcribed the interviews, coded the data, identified themes, and prepared the manuscript. BD coded the data and identified themes. SEL conceived the project, identified themes, and prepared the manuscript.

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Correspondence to Scott E. Lewis.

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Young, J.D., Demirdöğen, B. & Lewis, S.E. Students’ Sense of Belonging in Introductory Chemistry: Identifying Four Dimensions of Belonging via Grounded Theory. Int J of Sci and Math Educ 22, 1515–1535 (2024). https://doi.org/10.1007/s10763-023-10433-3

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