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Underrepresented racial\/ethnic and first-generation students described active and collaborative learning as promoting belonging, confidence, and mattering. Instructor interactions were helpful, with underrepresented and first-generation students highlighting the importance of establishing course climate. LAs were crucial for belonging among underrepresented students, first-generation students, and continuing-generation women, but not for continuing-generation men. Shared academic identities were universally important, while shared gender and racial identities held greater significance for underrepresented and first-generation students. Experiences with peers varied, with negative peer interactions and fear of judgment having less impact on well-represented, continuing-generation students. These findings extend Dewsbury's Deep Teaching model by demonstrating how LA integration into STEM courses can support student experiences across diverse populations. The results also reveal how instructors and LA programs can adapt their practices to support all students, ultimately enhancing belonging, confidence, and mattering.<\/jats:p>","DOI":"10.1187\/cbe.26-02-0025","type":"journal-article","created":{"date-parts":[[2026,5,19]],"date-time":"2026-05-19T17:49:04Z","timestamp":1779212944000},"source":"Crossref","is-referenced-by-count":0,"title":["Maximizing the Value of Learning Assistants for Students\u2019 Belonging, Mattering, and Confidence in Gateway STEM Courses"],"prefix":"10.1187","volume":"25","author":[{"ORCID":"https:\/\/orcid.org\/0000-0001-8081-5805","authenticated-orcid":false,"given":"Cristina D.","family":"Zepeda","sequence":"first","affiliation":[{"name":"Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, USA 37235"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0002-4576-4245","authenticated-orcid":false,"given":"Sabriya N.","family":"Rosemond","sequence":"additional","affiliation":[{"name":"Biology Department, Davidson College, Davidson, NC, USA 28035"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-4311-6065","authenticated-orcid":false,"given":"Heather J.","family":"Johnson","sequence":"additional","affiliation":[{"name":"Department of Teaching and Learning, Vanderbilt University, Nashville, TN, USA 37235"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-3480-9214","authenticated-orcid":false,"given":"Thomas P.","family":"Clements","sequence":"additional","affiliation":[{"name":"Department of Biological Sciences, Vanderbilt University, Nashville, TN, USA 37235"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Marisa","family":"Albarran","sequence":"additional","affiliation":[{"name":"Department of Biological Sciences, Vanderbilt University, Nashville, TN, USA 37235"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Grace","family":"Lee","sequence":"additional","affiliation":[{"name":"Department of Psychology and Human Development, Vanderbilt University, Nashville, TN, USA 37235"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"given":"Marques","family":"Watson","sequence":"additional","affiliation":[{"name":"Department of Biological Sciences, Vanderbilt University, Nashville, TN, USA 37235"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0001-6814-2767","authenticated-orcid":false,"given":"Cynthia J.","family":"Brame","sequence":"additional","affiliation":[{"name":"Department of Biological Sciences, Vanderbilt University, Nashville, TN, USA 37235"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"1076","reference":[{"key":"e_1_3_2_2_1","doi-asserted-by":"publisher","DOI":"10.1187\/cbe.19-01-0010"},{"issue":"1","key":"e_1_3_2_3_1","doi-asserted-by":"crossref","first-page":"12","DOI":"10.1186\/s40594-020-00267-8","article-title":"A scoping review of literature assessing the impact of the learning assistant model","volume":"8","author":"Barrasso A. 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