Increasing STEM Belonging and Building Social Capital for Faculty for Student Success
DOI:
https://doi.org/10.55632/pwvas.v97i3.1212Keywords:
STEM Education, Belonging, Social CapitalAbstract
While many institutions are focusing on increasing STEM belonging for students, we argue that supporting faculty will increase STEM belonging and build social capital, which is vital for career growth and collaboration, creating stability for student success. Faculty at small and large institutions may struggle to find a community of STEM professionals where they feel they belong. Faculty members may struggle with the lack of connections to others in their field and miss out on support that helps them succeed in their careers. When faculty lack support, they may even leave an institution because of failure to get promotion or tenure. This in turn causes problems for students relying on the faculty for guidance and identity. We contend that the improvement science initiatives and other activities of the First2 Network, an NSF funded project, built connections in the STEM community in WV and built STEM belonging and social capital for the faculty members involved. Therefore, providing a more stable environment for students to flourish. We surveyed faculty and found that the First2 Network had a positive influence on faculty members’ sense of belonging, and on their development of social capital through connections to others to further their academic careers. The faculty also provided examples of how their participation in improvement science work has contributed to their professional growth and benefited students at their institution.
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