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Creating inclusive learning environments for all students is of primary importance. Student sense of belonging is an important part of this. However, sense of belonging can show variations according to factors such as ethnicity and gender as well as influencing attributes such as motivation and persistence. We utilised a survey adapted from the “Math Sense of Belonging Scale” to examine the relationship between undergraduate computer science students’ sense of belonging, gender identity, and self-declared minority status. We observed a lower sense of belonging in students who identified as women who also self-identified as being part of a minority group. However, students who identified as women who did not identify as belonging to a minority had a sense of belonging comparable to those identifying as men. Our results provide insight that may help us improve the sense of belonging of our undergraduate students, particularly those identifying as women and as belonging to a minority in computer science. It has also brought to our attention that action needs to be taken to mitigate the potentially disproportionately negative consequences that COVID-19 may have on these students due to reduced opportunities for social interaction and the negative impact that this has on sense of belonging.

Sense of Belonging: The Intersectionality of Self-Identified Minority Status and Gender in Undergraduate Computer Science Students