Exploring the Impacts of Learning Assistants on Students’ Learning Engagement and Sense of Belonging in STEM Classrooms

This study examines the impact of Learning Assistants (LAs) on students' learning engagement and sense of belonging in STEM classrooms at a Historically Black College and University (HBCU), which is a context critically important yet underexplored topic in LA literature.Using pre-test (N = 44) and post-test (N = 26) surveys, students' engagement and belonging in mathematics were measured with validated instruments.LAs engaged in three core activities including in-class support, weekly preparation meetings, and a pedagogy course.The LAs in this context were trained to employ culturally responsive strategies to provide immediate and effective academic support.Results indicated that LA involvement led to increases in both learning engagement and sense of belonging, with notably significant gains in the trust subscale.Correlation analyses revealed a complex relationship between learning engagement and sense of belonging, suggesting that higher engagement does not always enhance belonging.Meanwhile, the study underscores that the LA model, when implemented within the unique environment of HBCUs, can also stimulate affective change in students' learning experiences in STEM classes.