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Effect of the COVID-19 Pandemic on the Sense of Belonging in Higher Education for STEM Students in the United States and Mexico

Author

Listed:
  • Gustavo Morán-Soto

    (Department of Basic Sciences, Instituto Tecnológico de Durango, Durango 34080, Mexico
    Department of Basic Sciences Campus Durango, Tecnológico Nacional de Mexico, Mexico City 03330, Mexico)

  • Aradaryn Marsh

    (Department of Engineering and Science Education, Clemson University, Clemson, SC 29634, USA)

  • Omar Israel González Peña

    (Tecnologico de Monterrey, School of Engineering and Science, Monterrey 64849, Mexico
    Tecnologico de Monterrey, Institute for the Future of Education, Monterrey 64849, Mexico
    Evidence-Based Medicine Research Unit, Children’s Hospital of Mexico Federico Gómez, National Institute of Health, Dr. Márquez 162, Col. Doctores, Del. Cuauhtémoc, Mexico City 06720, Mexico
    National Institute of Sciences and Innovation for the Formation of the Scientific Community, INDEHUS, Anillo Periférico 4860, Arenal de Guadalupe, Tlalpan, Mexico City 14388, Mexico)

  • Matthew Sheppard

    (Department of Engineering and Science Education, Clemson University, Clemson, SC 29634, USA)

  • José Isabel Gómez-Quiñones

    (Tecnologico de Monterrey, School of Engineering and Science, Monterrey 64849, Mexico)

  • Lisa C. Benson

    (Department of Engineering and Science Education, Clemson University, Clemson, SC 29634, USA)

Abstract

The COVID-19 pandemic generated worldwide negative effects on college students’ stress levels and motivation to learn. This research focuses on the lack of development of a sense of belonging in engineering students due to online classes during the pandemic and possible differences experiencing online classes between students from different contexts and cultures. Data were collected from 88 Mexican and 139 U.S. engineering students during the Spring 2021 semester using ten survey items asking students’ perceptions of the effects of taking online courses during the COVID-19 pandemic on their sense of belonging in their major. Quantitative and qualitative analyses were conducted, aiming to determine the effects of taking online classes on students’ sense of belonging in engineering. Findings stressed the poor sense of belonging that engineering students may have after taking online classes during the COVID-19 pandemic when they missed opportunities to develop meaningful relationships with their peers and professors due to the lack of good communication. Consequently, students had uncertainties about successful learning during the pandemic in both Mexico and the U.S. Thus, activities such as accessible office hours, study groups, and meetings with mentors and tutors should be promoted to help students recover from the lack of a sense of belonging in the engineering major generated during online classes due to the COVID-19 pandemic.

Suggested Citation

  • Gustavo Morán-Soto & Aradaryn Marsh & Omar Israel González Peña & Matthew Sheppard & José Isabel Gómez-Quiñones & Lisa C. Benson, 2022. "Effect of the COVID-19 Pandemic on the Sense of Belonging in Higher Education for STEM Students in the United States and Mexico," Sustainability, MDPI, vol. 14(24), pages 1-19, December.
  • Handle: RePEc:gam:jsusta:v:14:y:2022:i:24:p:16627-:d:1001021
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    References listed on IDEAS

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    1. Francisco Delgado, 2021. "Teaching Physics for Computer Science Students in Higher Education During the COVID-19 Pandemic: A Fully Internet-Supported Course," Future Internet, MDPI, vol. 13(2), pages 1-24, January.
    2. Jorge Sanabria-Z & Berenice Alfaro-Ponce & Omar Israel González Peña & Hugo Terashima-Marín & José Carlos Ortiz-Bayliss, 2022. "Engagement and Social Impact in Tech-Based Citizen Science Initiatives for Achieving the SDGs: A Systematic Literature Review with a Perspective on Complex Thinking," Sustainability, MDPI, vol. 14(17), pages 1-22, September.
    3. Guillermo M. Chans & Mireille E. Bravo-Gutiérrez & Angelica Orona-Navar & Elvia P. Sánchez-Rodríguez, 2022. "Compilation of Chemistry Experiments for an Online Laboratory Course: Student’s Perception and Learning Outcomes in the Context of COVID-19," Sustainability, MDPI, vol. 14(5), pages 1-26, February.
    4. Aleksandra Krstikj & Juan Sosa Godina & Luciano García Bañuelos & Omar Israel González Peña & Héctor Nahún Quintero Milián & Pedro Daniel Urbina Coronado & Ana Yael Vanoye García, 2022. "Analysis of Competency Assessment of Educational Innovation in Upper Secondary School and Higher Education: A Mapping Review," Sustainability, MDPI, vol. 14(13), pages 1-20, July.
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    Cited by:

    1. Francisco Delgado, 2023. "Extending Learning and Collaboration in Quantum Information with Internet Support: A Future Perspective on Research Education beyond Boundaries, Limitations, and Frontiers," Future Internet, MDPI, vol. 15(5), pages 1-27, April.
    2. Guillermo M. Chans & Angelica Orona-Navar & Carolina Orona-Navar & Elvia P. Sánchez-Rodríguez, 2023. "Higher Education in Mexico: The Effects and Consequences of the COVID-19 Pandemic," Sustainability, MDPI, vol. 15(12), pages 1-22, June.

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