Academic Obstacles and Campus Climate for Underrepresented Minority STEM Students: Implications for Students’ Sense of Belonging

This paper investigates differences between underrepresented minority (URM), White, and Asian STEM students’ perceptions of academic obstacles and campus climate. Using data from the Student Experience in the Research University survey, results suggest that URM STEM students perceive greater academic obstacles and a less welcoming campus climate than their peers. Examinations of correlations between campus climate and academic obstacles suggest those factors are important in predicting students’ sense of belonging on campus. Strategies that colleges and universities can take to reduce academic obstacles, provide a more welcoming campus climate, and enhance URM STEM students’ sense of belonging are discussed.