A Culturally Responsive Approach Toward Influencing General Chemistry Students’ Belonging and Perceptions of Chemistry and Science: Metacognition Instruction versus Role Model Narratives

This study compared the influence of two distinct interventions, STEM role model narratives and metacognitive instruction, on students’ perceived sense of belonging in the General Chemistry 1 course and STEM program, as well as their perceptions of chemistry and science. We also investigated whether the influence reported differs between the two interventions and the manner in which students articulate this influence. Additionally, variations in the reported positive influence were analyzed based on gender, race/ethnicity, and first-generation status. Grounded in a culturally responsive teaching framework, the study utilized a randomized design to collect qualitative data through an open-ended questionnaire. One group of students viewed six video narratives featuring both student and instructor role models in STEM, while the other group engaged with a video focusing on metacognitive strategies and effective study techniques. Findings revealed a notably more substantial positive influence among the role models intervention group compared to the metacognitive instruction group. A Chi-square analysis comparing positive responses between the two interventions indicated significant differences, particularly relating to course-level belonging (p < 0.05), with a Phi effect size approaching moderate strength, favoring the role models intervention. An inductive coding of the positive influence responses generated five common themes, illustrating ways in which the interventions influenced the participants on the assessed outcomes: increased connectedness, awareness of effective study strategies, enhanced preparation and excellence, increased confidence, resilience, or persistence, and general positive remarks. Additionally, substantial variations were established through moderate and large effect sizes, Phi and Cohen’s h. The findings imply that both interventions impacted the affective outcomes, albeit to differing extents. Furthermore, the messaging of role models proves to be crucial in designing targeted interventions that benefit all student demographic groups in STEM courses.