Layers of belonging: Understanding the Learning Journeys of Higher-level Chemistry Students

Abstract

Student belonging plays a critical role in academic engagement, persistence, and identity development in STEM disciplines (Thomas L., 2021). Specifically, in the aftermath of COVID-19, many students continue to experience disconnection from their academic communities and identities.

This study explored what students perceive as essential to belonging and how belonging influences their academic and career pathways. Grounded in the self-determination theory (Skinner et al.,2017) and the integrative framework of belonging (Allen et al., 2021), we examined chemistry students' belongingness through a mixed-method approach.  

Data was collected from 108 second and third-year chemistry students at Deakin University via three open-ended questions and five in-depth interviews. The data gathered was analysed through NVivo 14 software.

Analysis revealed five main themes and 11 subthemes across two domains: (1) elements shaping belonging, including competencies, inner drive, and inclusive environments; and (2) the perceived role of belonging as a life aspiration, motivator for success, and driver of career goals. These findings highlight the multifaceted nature of belonging, encompassing students’ perceptions, motivations, opportunities, and competencies. Together, these dimensions offer valuable insights to inform more inclusive and effective post-pandemic student support strategies in chemistry education.