Mentorship for Transfer Student Success in STEM Research: Mentor Approaches and Reflections.

IF 4.6 2区 教育学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES
Austin L Zuckerman, Stanley M Lo, Ashley L Juavinett
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引用次数: 0

Abstract

Mentorship has been widely recognized as an effective means to promote student learning and engagement in undergraduate research experiences. However, little work exists for understanding different mentors' perceived approaches to mentorship, including mentorship of students from backgrounds and educational trajectories not well represented in science, technology, engineering, and mathematics (STEM). Transfer students, in particular, face unique trajectories in their pursuit of research opportunities, yet few studies investigate how mentors describe their approaches to supporting these students. Using semistructured interviews, this study examines how mentors approach mentoring students from diverse backgrounds as research trainees, with an emphasis on transfer students. First, using phenomenography as an analytical approach, we identified four categories describing variations in how mentors reflected upon or accounted for the transfer student identity in their approaches. We find that research mentors vary in their understanding and exposure to the transfer student identity and may have preconceived notions of the transfer student experience. Second, we present vignettes to illustrate how mentors' approaches to the transfer student identity may relate or diverge from their general approaches to mentoring students from different backgrounds and identities. The emerging findings have implications for developing effective mentorship strategies and training mentors to support transfer students.

指导转学生在科学、技术、工程和数学研究中取得成功:导师的方法和思考。
人们普遍认为,指导是促进学生学习和参与本科生研究经历的有效手段。然而,对于了解不同导师的指导方法,包括指导科学、技术、工程和数学(STEM)学科中背景和教育轨迹不尽相同的学生,却鲜有研究。特别是转校生,他们在追求研究机会的过程中面临着独特的轨迹,但很少有研究调查导师如何描述他们支持这些学生的方法。本研究通过半结构式访谈,探讨了导师如何指导来自不同背景的研究实习生,重点是转校生。首先,我们使用现象学作为分析方法,确定了四个类别,描述了导师如何在其方法中反思或考虑转校生身份的变化。我们发现,研究导师对转学生身份的理解和接触各不相同,可能对转学生的经历有先入为主的观念。其次,我们通过一些小故事来说明导师在指导来自不同背景和身份的学生时,对转学生身份的处理方法是如何与他们的一般方法相联系或相背离的。这些新发现对制定有效的指导策略和培训指导教师以支持转学生具有重要意义。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Cbe-Life Sciences Education
Cbe-Life Sciences Education EDUCATION, SCIENTIFIC DISCIPLINES-
CiteScore
6.50
自引率
13.50%
发文量
100
审稿时长
>12 weeks
期刊介绍: CBE—Life Sciences Education (LSE), a free, online quarterly journal, is published by the American Society for Cell Biology (ASCB). The journal was launched in spring 2002 as Cell Biology Education—A Journal of Life Science Education. The ASCB changed the name of the journal in spring 2006 to better reflect the breadth of its readership and the scope of its submissions. LSE publishes peer-reviewed articles on life science education at the K–12, undergraduate, and graduate levels. The ASCB believes that learning in biology encompasses diverse fields, including math, chemistry, physics, engineering, computer science, and the interdisciplinary intersections of biology with these fields. Within biology, LSE focuses on how students are introduced to the study of life sciences, as well as approaches in cell biology, developmental biology, neuroscience, biochemistry, molecular biology, genetics, genomics, bioinformatics, and proteomics.
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