Exploring the First-Year Student’s Experiences: Understanding Belonging and STEM-Identity from the Residential Learning Community Student Perspective

This study explores the development of STEM identity through participation in residential learning communities (RLCs), emphasizing their role in fostering a sense of belonging and engagement among students in STEM disciplines. By creating supportive, inclusive environments, RLCs contribute to enhancing students’ academic motivation, self-efficacy, and persistence in STEM fields. The study examines how these communities facilitate peer interaction and collaborative learning, which are critical factors in strengthening STEM identity. Drawing on relevant literature and empirical data, the article emphasizes the potential of RLCs to address challenges related to student retention and diversity in STEM by promoting early integration and sustained involvement. The findings underscore the importance of institutional strategies that leverage RLCs to cultivate a robust STEM identity, thereby supporting students’ long-term academic and career success in STEM.