Participating in study groups is often recommended as an effective study strategy to promote student success in STEM courses. Despite its popularity, there are few studies on how undergraduate students, especially those from marginalized communities, navigate the experience of forming and joining study groups, the dynamics that take place within established study groups, as well as the impact of this practice on student academic outcomes and sense of belonging. Existing studies find that PEER (Persons Excluded because of Ethnicity or Race) students often feel uncomfortable in active learning environments, are less likely to participate in class, and frequently feel like they do not belong. In this talk, I will share preliminary findings from questionnaires deployed on an upper division STEM course that explored how students from different genders and race/ethnicities navigate the process of forming and joining study groups in a STEM course. Our preliminary findings show that PEER students reported feeling discriminated against compared to non-PEER students. Additionally, self-identified female students report feeling discriminated against more often than self-identified male students when trying to form study groups.

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