“I Want You to Know I’m a Scientist”: Fostering Sense of Belonging for Racially-Minoritized STEM Transfer Students

Introduction

“i want you to know i’m a scientist”: fostering sense of belonging for racially-minoritized stem transfer students. Discover strategies to foster a strong sense of belonging and scientific identity among racially-minoritized STEM transfer students in higher education.

Abstract

Review

The proposed work, titled "“I Want You to Know I’m a Scientist”: Fostering Sense of Belonging for Racially-Minoritized STEM Transfer Students," signals an investigation into a critically important area within higher education and STEM equity. The evocative title itself immediately highlights the internal struggle and desire for identity affirmation among a demographic often overlooked in broader discussions about STEM retention and success. Addressing the unique experiences of racially-minoritized students who are also navigating the complexities of transferring institutions is paramount, as these students frequently face compounded challenges related to academic integration, social belonging, and cultural validation in often unwelcoming environments. The strength of this research lies in its specific focus on a particularly vulnerable and under-examined population. By targeting racially-minoritized STEM *transfer* students, the study promises to uncover nuanced insights into the unique barriers and facilitators to their success. The emphasis on "fostering sense of belonging" indicates a proactive and intervention-oriented approach, suggesting that the research aims not only to identify problems but also to contribute practical strategies for creating more inclusive and supportive STEM pathways. The qualitative framing implied by the titular quote suggests a deep dive into student experiences and perspectives, which is crucial for developing truly effective and culturally responsive interventions. While the title strongly indicates a relevant and impactful study, a full assessment would benefit from understanding the specific methodologies employed and the empirical findings. The absence of an abstract prevents a detailed review of the research design, the nature of the interventions explored, or the specific institutional contexts examined. Future elaborations would ideally shed light on *how* belonging is fostered (e.g., through mentoring, culturally relevant pedagogy, peer support programs), the metrics used to assess its impact, and the generalizability of any identified strategies. Nevertheless, the premise of this work is highly significant, offering the potential to contribute valuable knowledge for improving equity and inclusion in STEM fields.

Full Text

Comments

You need to be logged in to post a comment.