Intervention to Improve Engineering Self-Efficacy and Sense of Belonging of First-Year Engineering Students

Abstract

Using the race, social fit, and achievement study by Walton and Cohen as a model, the author developed an intervention consisting of short compelling videos of upperclass engineering students from diverse backgrounds.In these videos, students discussed their pursuit of the engineering degree, what obstacles they faced in terms of sense of belonging and coping efficacy, and how they overcame those obstacles.Treatment groups of students watched the videos during the first few weeks of the semester, and pre and post tests were administered to measure mean gains in the student's engineering selfefficacy, sense of belonging, and other variables.The results showed that underrepresented minority students had a lower sense of belonging than whites.The intervention used in the study contributed to mean gain increases in participants' engineering self-efficacy, which could ultimately improve persistence.A single intervention did not show a significant increase in students' sense of belonging; more work needs to be done to develop an effective intervention.The intervention is easily adaptable with insignificant cost, making it attractive for Minority Engineering Program (MEP) and other success program whose aim is to increase students' engineering self-efficacy.v Dedication Dedicated to the past, present, and future members of the National Society of Black Engineers.Our mission is to increase the number of culturally responsible Black engineers who excel academically, succeed professionally, and positively impact the community.

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