Developing a Sense of Belonging in Computer Science Through Curricular and Supplemental Educational Experiences

Students’ sense of belonging in Computer Science (CS) education is an understudied area that can yield valuable insights into students’ experiences and the factors that contribute to persistence and success. This study investigates the link between CS curricular processes and students’ sense of belonging by examining the experiences of 29 current CS students and recent graduates from four universities of different status and location in the United States. The study combines focus group and interview data to systematically investigate the phenomenon, accounting for both individual insights and contextual circumstances, and applies Staryhorn's college students’ sense of belonging framework to examine the findings. Three overarching themes emerged from the study as salient student experiences: (1) difficulty finding engagement in theory-heavy coursework, (2) personally meaningful experiences contribute to belonging, and (3) multiple dimensions of connectedness jointly inform belonging. Findings highlight unique challenges that CS students face, and a sense of belonging can be a powerful contributor to students’ academic success and professional development.