Inclusive Team Internships in Sustainability Studies as a Promising Practice for Enhancing Sense of Belonging Among Groups Underrepresented in STEM

Sense of belonging is regularly cited as a barrier for student entry into science, technology, engineering, and mathematics (STEM) fields. This study of six years of data, collected from 160 undergraduate students who participated in the summer Green Teams Internship Program managed by the PSEG Institute for Sustainability Studies at Montclair State University (NJ), provides new strategies and structures for universities seeking to improve sense of belonging among students underrepresented in STEM fields. Quantitative and qualitative results from this mixed-methods study (including the SURE survey of learning gains and focus group sessions) suggest that focus on teamwork and real-world sustainability projects, in tandem with professional training and equitable support services, contribute to a sense of belonging in STEM, particularly among women and Hispanic students. Summary: Wraparound support for summer interns (paid participation, holistic application review, food, housing, transportation, computers, Diversity Equity Inclusion and Belonging [DEIB] training, ethics training) can remove barriers to participation, improve access, and create communities of practice that increase student sense of belonging. Team internships create a welcoming and inclusive environment where peers and mentors learn from and support one another as they work toward resolving a common goal. Group work helps build confidence, develop tolerance for obstacles, and hone professional skills, particularly for students currently underrepresented in STEM fields. Sustainability, a transdisciplinary field that addresses complex social issues related to equity and justice, provides an inclusive pathway to STEM for students from a variety of majors and life experiences. Everyone belongs because each person shares valuable expertise in a particular discipline. Meaningful real-world projects among universities and corporate and community partners build self-confidence and bridge the gap between classroom learning and the professional world. They dispel stereotypes about who belongs in the STEM world, familiarize students with career opportunities in STEM, develop professional networks, and build social capital.