Sense of belonging is closely linked to engagement and persistence in engineering, yet students may still moderate their participation even in supportive classroom environments. This study reports results from a brief in-class survey administered in an upper-division engineering course (ME4122; n=31). Items were rated on a 7-point Likert scale (1=strongly agree to 7=strongly disagree). The analysis focuses on two indicators: belonging (“I feel like I fit in”) and participation restraint (“I try to say as little as possible”). Students reported strong belonging (M=2.29, SD=1.10; median=2), with responses significantly shifted toward agreement relative to the neutral midpoint (binomial p=1.12×10⁻⁷; excluding neutral responses). In contrast, responses to the participation-restraint item were generally on the disagree side (M=5.03, SD=1.49; median=5), although 16% endorsed the statement and 19% were neutral (binomial p=0.00408; excluding neutral responses). Together, these findings suggest that even when most students report a sense of fit, a nontrivial subset may still self-silence, which could limit equitable participation. Implications are discussed for instructional practices that reduce participation barriers and broaden opportunities for student voice.

Authors:
Hessam Mirgolbabaei, University of Minnesota, United States

About the Presenter(s)
Mirgolbabaei is an unwavering advocate for women and the LGBTQIA+ community in the engineering field, and his remarkable journey is marked by resilience and unwavering determination.

Connect on Linkedin
https://www.linkedin.com/in/hessamkassra/

See this presentation on the full schedule – Saturday Schedule

Bookmark