Racially marginalized students are less likely to report a sense of belonging in STEM education¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2026 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person · recheck by 2031: baselines and conditions change

Subclaims¶

q2 i? Racially marginalized students report less belonging in STEM, partly due to social exclusion and microaggressions in STEM learning environments. → Jessica T. DeCuir-Gunby 2026

Evidence¶

Jessica T. DeCuir-Gunby 2026¶

Jessica T. DeCuir-Gunby, Paul A. Schutz, Saba L. Modaressi. (2026). Racializing Motivation: A Race-Reimaged Framework of Belonging, Emoting, and Achieving Within STEM Higher Education Contexts. Educational Psychology Review. https://doi.org/10.1007/s10648-026-10220-w

q2 · i? · theoretical · r3

The review attributes to Rainey et al. (2018) the finding that "racially marginalized students are less likely to report a sense of belonging in STEM education", attributing part of the disparity to social exclusion and microaggressions in STEM learning environments.

"researchers have revealed that racially marginalized students are less likely to report a sense of belonging in STEM education (Rainey et al., 2018), in part due to their experiences with social exclusion and microaggressions within STEM learning environments"

Discussion¶

Learner Variables¶

• Identity — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Representation in the sub-discipline relates to belonging: women of color in pSTEM report belonging less frequently than white men — related
• Qualitative research shows marginalized students' sense of belonging depends on maintaining connections to their valued identities at school (self-concept fit) — related
• Students who remain in STEM majors report greater sense of belonging than leavers, and lack of science identity distinguishes leavers — related
• Daily diary evidence links lower daily self-concept fit to stronger same-day mental burnout and concerns about academic abilities — related
• Students of color majoring in STEM report significantly lower sense of belonging than white majors — possibly the same claim (merge candidate)
• Female STEM majors report significantly lower sense of belonging than male majors — related
• Black women and participants with intersecting identities report being overlooked, facing microaggressions, and experiencing imposter syndrome in tech spaces — related
• Learning happens best when students feel a sense of belonging, while alienation and exclusion create cognitive barriers — a broader claim this one bears on
• Lack of diversity in computing stems from social and structural barriers, not ability or interest — related
• Qualitative research shows resource fit—safety and financial resources—shapes marginalized students' sense of belonging — related
• Belonging-related theories are underutilized in educational practice, partly because translating theoretical concepts into implementable strategies is difficult — related
• Racism has negative psychological implications for Black students' sense of belonging, self-identity, and academic success in schools — related
• Psychological barriers, including imposter syndrome and feelings of not belonging, hinder first-generation chemists' visibility and opportunity-seeking — a narrower finding that bears on this claim
• Women of color are the least likely, and white men the most likely, to report a sense of belonging in STEM majors — a narrower finding that bears on this claim
• The review argues that ignoring the social side of school carries costs including reified achievement gaps, diminished belonging and dropout, and unsafe school climates — related