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The purpose of this research study is to test whether LGBTQ network homophily predicts higher sense of belonging among LGBTQ students, and if this relationship differs between STEM and non-STEM majors. Network homophily describes how sameness and difference within a person’s social network provides access to different types of resources, and we hypothesize that LGBTQ STEM students have access to fewer LGBTQ sources of support than their peers outside of STEM. The study comprised 315 LGBTQ students from four U.S. research universities nationally. In this sample, 66% of participants were STEM majors, and 29% identified as transgender, gender nonconforming, or nonbinary (TGNC). Multiple regression analyses were performed to test the effect of being a STEM major and homophily within students’ social networks on sense of belonging. Results demonstrated several nuances in the relationship between network homophily and sense of belonging. Cisgender LGBQ students reported significantly higher sense of belonging than their TGNC peers. LGBTQ students relying exclusively on cis-hetero sources of academic support reported lower belonging than those with at least some LGBTQ network members. Few differences were observed between STEM and non-STEM students, meaning that gender identity and network homophily play a stronger role in sense of belonging than being a STEM major. Overall, these findings support the conception of homophily as an indicator of a supportive STEM learning environment for LGBTQ students, fostering equitable education. This emphasizes the need for targeted support mechanisms within academic disciplines to enhance the persistence and success of LGBTQ students in higher education.
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This content will become publicly available on March 1, 2026
Finding peers “like me”: Student strategies for increasing belonging and flourishing in STEM
This mixed-methods study examined the role of belonging and flourishing in the college experiences of undergraduate students from communities historically underrepresented in science, technology, engineering, and mathematics (STEM) majors. Qualitative findings show that students engaged in strategies to find and develop peer relationships to facilitate their sense of belonging in their STEM major/discipline. Findings from a larger quantitative dataset of undergraduate students reveal an important relationship between sense of belonging in an academic domain and flourishing. Data underscores the critical role of belonging, including feelings of acceptance and membership (e.g. feeling inside the community of one's STEM major), and the potential that students who feel they belong in their majors are more likely to also report thriving in their discipline.
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- Award ID(s):
- 2100155
- PAR ID:
- 10609761
- Publisher / Repository:
- Journal of Applied Developmental Psychology
- Date Published:
- Journal Name:
- Journal of Applied Developmental Psychology
- Volume:
- 97
- Issue:
- C
- ISSN:
- 0193-3973
- Page Range / eLocation ID:
- 101758
- Format(s):
- Medium: X
- Sponsoring Org:
- National Science Foundation
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