Intersectional perspectives on the university belonging of international STEM students

Abstract Previous studies suggested that associations between sociodemographic characteristics and university belonging varied between subject groups. In particular, female (first-generation) students in STEM subjects were assumed to experience a “chilly climate” that was reflected in their lower levels of university belonging. But less is known about the demographic and psychological prerequisites of the university belonging of international students. In this cross-sectional study we investigated how gender, parental academic background, students’ cultural background (i.e., region of origin) and their cultural resources (i.e., study-related language skills and acculturation orientations) as well as their intersectional interplay related to the university belonging of international STEM students in Germany and compared the results to a sample of international non-STEM students. Stepwise multi-group regression analyses with cross-sectional data of N = 1,590 degree-seeking international bachelor students ( n STEM = 882, n non-STEM = 708) at the end of their first semester in Germany did not reveal substantial differences in the level and predictors of university belonging between STEM and non-STEM international students. In both subject groups, there was no main effect of gender but some significant interactions between gender and cultural background (i.e., region of origin). First-generation students showed lower levels of university belonging than continuous-generation students. Higher levels of study-related language skills and host-culture orientation were consistently related to higher levels of university belonging but none of these variables interacted with gender. The results corroborate the need for further (intersectional) research to adequately capture the heterogeneity amongst international STEM students. Theoretical and practical implications for the implementation of tailored belonging interventions are discussed.