Abstract
The mental health and high attrition rates of underrepresented identities in Science, Technology, Engineering, and Mathematics (STEM) fields have been investigated widely in past research, but no study has specifically looked at how two social factors, engagement and a sense of belonging, act as moderators in the academic setting. In this study, 91 Brandeis University STEM students participated in an online survey assessing the relationships between race, first-generation status, and LGBTQ identity with negative mental health outcomes such as burnout, depression, and anxiety. Further, the study hypothesized that two social factors, academic engagement and a sense of belonging, moderate these relationships. Linear regression and hierarchical multiple regression analysis revealed that underrepresented minority students had higher rates of burnout and depression. Engagement and belonging were significantly associated with lower burnout, depression, and anxiety, while moderation analysis revealed that increased academic engagement was more protective against burnout in non-underrepresented minority students than in underrepresented minority students. Implications of this study include a better understanding of the climate and contextual factors attributing to mental health as well as future directions for the field of STEM research.