Characterizing the Identity Formation and Sense of Belonging of the Students Enrolled in a Data Science Learning Community

Abstract

Student attrition is a challenge experienced by higher education institutions. One of the key reasons for student attrition is the inability of students to develop an identity and a sense of belonging. This study aims to understand the role of a data science learning community in helping students to develop identity and a sense of belonging. The study used a mixed-methods approach to collect and analyze the data. The study used a pre–post survey to understand students’ perceptions regarding identity formation and sense of belonging. The results of the survey study indicated that the perception of identity formation and sense of belonging increased as students progressed through the semester. To further investigate the reasons for the increase in the perception of identity formation and sense of belonging, in-depth semi-structured interviews were conducted. The results of the interview revealed that living in the data science learning community, participating in various events and interacting with faculty, staff and working with peers of similar interest helped students to develop a data science identity and leader identity, as well as experience sense of belonging.