Representation, Belongingness, and Rumination in Underrepresented Psychology Students

Background

Research examining STEM fields has identified barriers for traditionally marginalized groups pursuing these fields including a lack of representation and adequate role models.

Objective

Grounded with Minority Stress Theory (MST), the current study examines if a lack of inclusivity in typical course materials could create minority stress for two distinct marginalized student groups: racial and ethnic minority students (REM), and gender and sexual minority students (GSM).

Method

Students were presented several questionnaires to understand their perceived representation of similar others in typical course materials, along with measures examining typical stress responses including feelings of belonging and rumination.

Results

Results indicate that traditionally marginalized groups perceive less representation in course materials, feel less belonging and comfort in academic spaces, and suffer from more rumination.

Conclusion

As demonstrated in this study, underrepresented minority (URM) students experience a disadvantage in education in terms of feelings of belonging and representation, which can lead to increased rumination.

Teaching Implications

In STEM fields, course materials need to include more representation for URM students to reduce the stress that can result from this lack of exemplars.