Exploring Sense of Belonging in Undergraduate Computing Students

Sense of belonging or belongingness is a crucial aspect of a student's academic journey, influencing motivation, persistence, and overall well-being. Belongingness is also associated with factors such as gender, race, and socio-economic status, plays a pivotal role in shaping students' experiences and influencing their decision to remain in computing disciplines. This research examines the complex nature of belonging among undergraduate computing students, addresses the persistent representation gaps in the field. Through a comprehensive literature review, we first establish a foundation for understanding belonging in undergraduate computing, identifying gaps in existing knowledge and highlighting the need for further exploration. We then compared the sense of belonging across diverse student populations within the College of Science, including Computer Science and other science disciplines. By examining gender identity, minoritisation, and university entry routes, we uncovered nuanced disparities in belongingness. Contrary to some existing literature, we found no statistically significant difference in overall belongingness across genders. However, minoritised students, especially women of colour, experience significantly lower belongingness, with variations based on intersecting identities. Additionally, belongingness in Computer Science is notably lower than in other science disciplines, further contributing to the representation gap. We expanded our focus to investigate how university entry routes impact students' sense of belonging. Findings revealed that students entering through direct-entry school leaving routes generally experience a higher sense of belonging compared to those using combined access routes. Gendered differences, particularly in Computer Science, highlight the intersectionality of entry routes and gender in shaping belonging. Qualitative analysis revealed the multifaceted factors influencing belonging, including the impact of the COVID-19 pandemic, financial constraints, and the need for social interactions. Peer relationships, diversity in faculty, and institutional support emerge as critical contributors to a positive sense of belonging. Our research underscored the importance of creating an inclusive environment through diversity training, addressing imposter syndrome, and fostering a culture of respect.My thesis highlights the importance of addressing gender, minoritisation, and entry routes to promote diversity and retention in computing education. We call for sustained efforts to create inclusive environments that foster a sense of belonging among all students.