Sense of Belonging at the University of Delaware vs. Lerner Business School: A Survey of Economics Students

• Antonia Vazquez, Finance, University of Delaware

• Ryan Hanson, Economics, University of Delaware

This study aims to evaluate students’ perceptions regarding self-efficacy and sense of community within business classes in comparison to other disciplines. To measure this, an anonymous survey was distributed to sixteen class sections of ECON 103 students, ensuring participants’ privacy and encouraging honest responses. The survey had three parts, the first about student demographics, the second about sense of belonging in non-business college courses at the University of Delaware, and the third regarding sense of belonging in the Lerner Business School specifically. 

By examining demographic variables such as race and gender, this research aims to ascertain whether there are notable variations in perceptions among different student groups. Preliminary results show significant differences between male vs. female-identifying students and first-generation vs. non-first-generation students. Female students reported a higher sense of community and greater overall wellbeing, but rated themselves lower at understanding class material and learning new concepts relative to their male peers. Male students reported higher levels of understanding of course material, but rated themselves as feeling less supported by their instructors and classmates (for both their business and non-business courses). 

Meanwhile, first-generation students reported having lower prospects for success at the university and a lower sense of community and well-being. These patterns were prevalent across UD and the business college, to varying degrees. Students who identified as first-generation also rated themselves lower at learning new concepts relative to their peers in both their business and non-business courses. Early regression analysis shows that these differences between male vs. non-male peers, female vs. non-female peers, and first-generation vs. non-first-generation peers are statistically significant with relatively large magnitudes when compared to the mean.

This research is important for exploring the variation in student experiences in academic settings, ultimately revealing areas where policy changes may help support students more in the future.