I study sense of belonging among undergraduate computing students — exploring why representation gaps persist, who is most affected, and what can change. My work is grounded in data and driven by a belief that computing should be a space where everyone can thrive.
I am a PhD student in the School of Computer Science at University College Dublin, where my research sits at the intersection of computing education, diversity, and student experience. My work is supervised by Professor Catherine Mooney and Dr. Camile Nadal, and was previously co-supervised by the late Dr. Brett A. Becker.
My research focuses on sense of belonging — the degree to which students feel accepted, valued, and that they fit within their academic community. Belonging is one of the strongest predictors of student persistence and wellbeing, yet it is unevenly distributed in ways that track gender, race, socioeconomic background, and how students entered university.
Across my published work I have investigated how belonging shifts through the COVID-19 pandemic, how university entry routes shape belonging from day one, and how factors like mathematical confidence, gender identity, and minoritisation compound these effects in computing and other sciences. My 2025 scoping review synthesises this growing field, offering researchers and educators the clearest evidence base yet for designing inclusive interventions.
Beyond my work in computing education, I am deeply interested in expanding my research into women's health, with a particular focus on pregnancy, postpartum depression, Alzheimer's, and dementia.
I invite you to explore the findings of my published research outlined below. To ensure these insights are accessible to all audiences, each paper includes a plain-language summary, making the core ideas clear regardless of your academic background.
The Role of Mathematical Confidence, Gender and Minoritisation in Shaping Computing Students' Sense of Belonging
Across 738 students at 14 institutions, this study uncovers a clear link between how confident students feel in mathematics and how much they feel they belong in computing — even after accounting for actual mathematical ability. It then asks whether this relationship differs by gender or minoritisation status, revealing important nuance in who is most affected.
Read the paper ↗Key findings
Sense of belonging in undergraduate computing students: A scoping review
This review synthesises 22 peer-reviewed studies (2013–2022) to map what researchers know about belonging in computing. It identifies the barriers that affect different groups differently and highlights evidence-based interventions that can make a real difference.
Read the paper ↗Pathways to belonging: Understanding how university entry routes shape the sense of belonging of undergraduate computing students
Does how you got into university affect how much you feel you belong there? This study found that students entering through standard school-leaving routes reported significantly higher belonging than those via alternative access routes — raising questions about support for widening participation students.
Read the paper ↗Student sense of belonging: The role of gender identity and minoritisation in computing and other sciences
This study examines how gender identity and being part of a minoritised group shapes belonging in computing compared to other science disciplines — identifying where the gaps are largest and what structural factors drive them.
Read the paper ↗Sense of belonging of undergraduate computing students: A comparative analysis of university entry routes
An earlier investigation into how entry route differences play out in belonging scores across UK and Ireland computing students — providing the foundational evidence later expanded in the 2024 TOCE journal article.
Read the paper ↗Variations in sense of belonging in undergraduate computing students through the COVID-19 pandemic
The pandemic upended university life dramatically. This paper asks whether it also changed how much computing students felt they belonged — finding that the disruption affected different student groups in measurably different ways.
Read the paper ↗"Computing should be a discipline where any student — regardless of their background, their identity, or the route that brought them here — feels they genuinely belong." — Shamima Nasrin Runa
If you are a computing student — whether you feel you belong or you're not sure — this work is rooted in your experience. Here is what you might find useful.
Sense of belonging is not a soft concept — it is one of the strongest predictors of whether students persist through a degree. If you have ever felt you do not quite fit, there is real research on why that happens and what can change it.
Whether you are curious about the research, considering a PhD in this area, or just want to ask a question — I welcome messages from students. Use the contact section below. There is no question too small.
I am always happy to hear from fellow researchers, students thinking about this area, or educators looking to discuss belonging in their institutions.
If you are a student — at any stage — please do not hesitate to reach out. You do not need a polished reason. Curiosity is enough.
A note for students: I know academic researchers can feel hard to approach. I want this to be easy. Whether you are interested in the research, thinking about a PhD, or just wondering where to start — send me a message. I will write back.