ABSTRACT
The success of the U.S. economy is largely dependent on the diversity of human resources and talent in science, technology, engineering, and mathematics (STEM). However, academic institutions have failed to keep pace with the cultural and ethnic diversity of our society. As a result, national reports continue to show that individuals from underserved and disadvantaged backgrounds are largely underrepresented in STEM. Perceptions of estrangement and exclusion in STEM are common among historically underrepresented and economically disadvantaged groups and provide context for a thoughtful discussion on how experiencing a sense of belonging factors into student success in STEM fields and a strong democracy. Studies have shown that a sense of belonging is a predictive factor in academic performance and persistence. . To achieve a system of higher education that is both accessible and equitable for all requires addressing existing educational disparities, barriers, and the persistent deficit model associated with underrepresented groups in STEM. The author discusses a key prerequisite for successfully including students from underrepresented groups in STEM education: a sense of belonging and connection to equity and democracy.
