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<p>This study examines the association between a particular dimension of the campus climate – perceptions that one is being taken seriously as a student by others – and development of sense of belonging in a longitudinal study involving 121 African American college students in STEM majors in both Historically Black College and University (HBCU) and Predominantly White Institution (PWI) settings. Results of multilevel regression analyses indicated that perceptions of seriousness was a positive time-varying predictor of sense of belonging, and an interaction effect was detected whereby this relationship was stronger among students who had a Black academic advisor versus a non-Black advisor. Moreover, sense of belonging increased unconditionally over time regardless of university type and African American women exhibited a weaker rate of STEM belonging growth than African American men. These findings illustrate the important effect that exposure to same-race advisors has on stigmatized students’ sense of inclusion in STEM disciplines when they also feel respected and valued by others in the broader academic environment.</p>

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Will I be taken seriously? Time-varying relations between academic climate perceptions and STEM belonging among African American college students

  • 期刊论文

  • 发表日期：

    2026年2月27日

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  • Eric D. Deemer,
  • Stacey A. Duhon,
  • Nnenna V. Kalu,
  • Grace A. Thompson,
  • Catherine E. Camargo

摘要

This study examines the association between a particular dimension of the campus climate – perceptions that one is being taken seriously as a student by others – and development of sense of belonging in a longitudinal study involving 121 African American college students in STEM majors in both Historically Black College and University (HBCU) and Predominantly White Institution (PWI) settings. Results of multilevel regression analyses indicated that perceptions of seriousness was a positive time-varying predictor of sense of belonging, and an interaction effect was detected whereby this relationship was stronger among students who had a Black academic advisor versus a non-Black advisor. Moreover, sense of belonging increased unconditionally over time regardless of university type and African American women exhibited a weaker rate of STEM belonging growth than African American men. These findings illustrate the important effect that exposure to same-race advisors has on stigmatized students’ sense of inclusion in STEM disciplines when they also feel respected and valued by others in the broader academic environment.