“I Want You to Know I’m a Scientist”: Fostering Sense of Belonging for Racially-Minoritized STEM Transfer Students

Despite ongoing efforts to highlight diversity and inclusion in higher education, transfer students of color continue to encounter unique obstacles and experiences that impact their sense of belonging at receiving institutions, specifically in science, technology, engineering, and mathematics (STEM) disciplines. Using thematic analysis, this study sheds light on the factors contributing to sense of belonging and community perceptions of 14 racially minoritized transfer students pursuing STEM degrees and transferring into a four-year Hispanic Serving Institution. Findings indicated that these STEM transfer students perceived their sense of belonging as predominantly revolving around academic and disciplinary achievements rather than racial factors. These insights underscore the need for institutions to actively foster deeper relationships between faculty and transfer students that acknowledge students’ identities and interests inclusive of and beyond race. Findings also illuminate the need for creating spaces that address these students’ interpersonal needs, consequently enhancing their sense of belonging and academic success.