2026/08/03 by Jinsook Park, Anastasiia Minenkova
Social Sciences · #Educational research #Experiential learning #Higher Education Practises and Engagement #Higher Education Research Studies #Higher education #Multimethodology #Parental Involvement in Education #Perspective (graphical) #Perspective-taking #Qualitative research #Science education #Teaching method
paper · doi:10.1080/0047231x.2026.2710278
published in The journal of college science teaching, 1-8 (National Science Teachers Association)
crossref issued 2026/08/03 · crossref published 2026/08/03 · crossref published-online 2026/08/03 · openalex publication_date 2026/08/03 · crossref created 2026/08/03 · crossref deposited 2026/08/03 · crossref indexed 2026/08/03 · openalex created_date 2026/08/04 · openalex updated_date 2026/08/05
This study explores the development of STEM identity through participation in residential learning communities (RLCs), emphasizing their role in fostering a sense of belonging and engagement among students in STEM disciplines. By creating supportive, inclusive environments, RLCs contribute to enhancing students’ academic motivation, self-efficacy, and persistence in STEM fields. The study examines how these communities facilitate peer interaction and collaborative learning, which are critical factors in strengthening STEM identity. Drawing on relevant literature and empirical data, the article emphasizes the potential of RLCs to address challenges related to student retention and diversity in STEM by promoting early integration and sustained involvement. The findings underscore the importance of institutional strategies that leverage RLCs to cultivate a robust STEM identity, thereby supporting students’ long-term academic and career success in STEM.