Factors Influencing Identity and Belonging Among Second-Year Science Students 

A research study has explored the following research questions using surveys and interview among second-year science students:
1) What are chemical and life science student perspectives of the impacts on learning and sense of belonging of active learning experiences in their first- and second-year courses?
2) To what extent do senses of belonging and identity among second-year science students differ according to gender and linguistic background?
Peer interactions promote sense of belonging, and activities with prolonged collaboration support such interactions. Gender differences emerge in sense of belonging, and differences in identity between native English language speakers and EAL students.