The power of belonging: engaging underrepresented students in innovation pathways

Besides fostering career readiness, innovation competitions and programs (ICPs), such as hackathons, start-up incubator competitions, and customer discovery laboratories, are essential to college entrepreneurship ecosystems. However, there is a participation gap in ICPs among traditionally underrepresented students (e.g., students identifying as women, ethnically or racially diverse, low socioeconomic status, or individuals with disabilities) compared with their counterparts. Therefore, low ICP participation among underrepresented students places them at a disadvantage regarding their career development. In this research, we argue that a sense of belonging is crucial in closing the participation gap in ICP among underrepresented students. This paper will answer four research questions: (i) what are student concerns about fitting in with respect to the dimensions of belonging in the context of ICPs? (ii) how do the dimensions of belonging manifest in various student groups? (iii) what enabling factors do students perceive would increase participation in ICPs? (iv) how do these perceived enabling factors vary in various student groups? Answering these four questions will inform ICP organizers about making the programs more inclusive and welcoming for all students. The primary research methodology is semi-structured interviews. Thirty-eight students enrolled in various STEM programs at a land-grant university in the Northeastern United States (21 ICP participants vs. 17 non-participants) were interviewed after a recruitment survey. “Social Connections” and “Cultural Capital” dimensions of belonging are found to be pertinent in ICP participation decision. Intersectionality (overlapping identities) is also found to exhibit in ICP, especially among underrepresented female students. Students suggested that improving support system, increasing cultural capital, and enhancing social connectedness could enable them to participate in ICPs. Nevertheless, flex schedule and financial incentives were more likely to be mentioned as enabling factors by the underrepresented students.