How Do Latinx Dual Credit Earners Describe Their Sense of Belonging in Engineering Programs?

Abstract

This study examined how 10 Latinx students perceived their sense of belonging in engineering programs. Drawing upon Strayhorn’s definition of sense of belonging, we sought to understand the experiences and individuals that facilitated Latinx students’ connections to their engineering programs and to the larger campus community at a 4-year university in Texas. The findings from this study indicate interactions with faculty members, academic advisors, and peers through student organizations facilitated a strong sense of belonging. However, the size and rigor of classes, distance to campus, outside responsibilities, and feeling like an outsider created challenges to students’ sense of belonging at the university. Recommendations for practice and future research are offered.