An In-Depth Exploration of the BELONG Conceptual Model of Engineering Persistence

At Loyola University Chicago, the B.S. Engineering program graduates about 53% women annually, which is much higher than the United States’ average of 25%. In this paper, Loyola University Chicago’s BELONG (Becoming Engineers Leading Our Next Generation) Conceptual Model of Engineering Persistence is described. Grounded in social cognitive career theory, the BELONG model inputs collaborative program structures and uses sense of belonging to explain engineering persistence. Program structures that minimize the chilly climate of engineering for women, particularly those administered during the first undergraduate semester, are described. To explore the model, qualitative semi-structured interviews with self-identified women of color were conducted to gain an in-depth understanding of their program experiences during their first semester. After applying emergent, focused, and thematic coding, results revealed student experiences and understandings of engineering self-efficacy, outcome expectations, interest, sense of belonging, and experiences of program structures. Results support the BELONG model, an approach that addresses the exclusion of women in engineering through program structures and rethinks and repositions engineering education as a more inclusive environment.