Fostering Belonging: The Impact of a Wise Intervention on Diverse Engineering Students

Abstract

This study investigates the impact of a scalable, online intervention, that includes sense of belonging and growth mindset activities, on first-year engineering students at a South African research-intensive institution, focusing on those from historically underrepresented groups, including first-generation students and those who come from a less advantaged socioeconomic status (SES) background. The intervention, based on the difference-education approach, aims to foster a sense of belonging, improve academic performance, and promote equity. Participants engaged in activities such as watching videos of diverse senior students sharing their experiences, completing reflections, and surveys. Data was collected from first-year engineering students in 2023 and 2024, and included participants' sense of belonging, emotional experiences, and academic performance in a gateway mathematics course. Statistical analyses revealed that all participants felt a sense of belonging, with first-generation and less advantaged SES students reporting significantly higher positive emotions compared to other students (p<0.05). Notably, intervention participants achieved significantly higher final marks in the engineering mathematics module than non-participants (p<0.05). Thematic analysis identified common themes and challenges faced by students from different backgrounds. The study also explored the synergistic effects of combining a sense of belonging intervention with a growth mindset intervention, revealing promising results for student retention and success. This research contributes to literature emphasizing the effectiveness of wise social belonging interventions in improving university performance and reducing achievement gaps in engineering education. The findings underscore the importance of addressing social belonging to promote diversity, equity, and inclusion in higher education and provide valuable insights for educators and administrators seeking to create more inclusive learning environments.