Effects of Research and Mentoring on Underrepresented Youths’ STEM Persistence Into College

IF 1 Q3 EDUCATION & EDUCATIONAL RESEARCH

Journal of Experiential Education Pub Date : 2021-10-30 DOI:10.1177/10538259211050098

Alexandra L. Beauchamp, S. Roberts, Jason M. Aloisio, Deborah L Wasserman, J. Heimlich, J. D. Lewis, J. Munshi-South, J. A. Clark, Karen Tingley

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引用次数: 6

Abstract

Background: Authentic research experiences and mentoring have positive impacts on fostering STEM engagement among youth from backgrounds underrepresented in STEM. Programs applying an experiential learning approach often incorporate one or both of these elements, however, there is little research on how these factors impact youth's STEM engagement during the high school to college transition. Purpose: Using a longitudinal design, this study explored the impact of a hands-on field research experience and mentoring as unique factors impacting STEM-related outcomes among underrepresented youth. We focus on the high school to college transition, a period that can present new barriers to STEM persistence. Methodology/Approach: We surveyed 189 youth before and up to 3 years after participation in a 7-week intensive summer intervention. Findings/Conclusions: Authentic research experiences was related to increased youths’ science interest and pursuit of STEM majors, even after their transition to college. Mentorship had a more indirect impact on STEM academic intentions; where positive mentorship experiences was related to youths’ reports of social connection. Implications: Programs designed for continuing STEM engagement of underrepresented youth would benefit from incorporating experiential learning approaches focused on authentic research experiences.

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研究与辅导对弱势青年STEM坚持进入大学的影响

背景:真实的研究经验和指导对促进STEM背景未被充分代表的青年参与STEM有积极影响。应用体验式学习方法的项目通常包含这些元素中的一个或两个，然而，关于这些因素如何影响青少年在高中到大学过渡期间的STEM参与的研究很少。目的:采用纵向设计，本研究探讨了实践实地研究经验和指导作为影响代表性不足青年stem相关结果的独特因素的影响。我们关注的是高中到大学的过渡，这一时期可能会给STEM的坚持带来新的障碍。方法/方法:我们对189名青少年进行了为期7周的夏季强化干预前后3年的调查。研究结果/结论:真实的研究经历与青少年对科学兴趣的增加和对STEM专业的追求有关，即使在他们进入大学后也是如此。师徒关系对STEM学术意向的影响更为间接;其中，积极的师徒经历与青少年的社会联系报告相关。启示:为未被充分代表的青年持续参与STEM而设计的项目将受益于结合专注于真实研究经验的体验式学习方法。

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

Journal of Experiential Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.20

自引率

20.00%

发文量

期刊介绍： The Journal of Experiential Education (JEE) is an international, peer-reviewed journal publishing refereed articles on experiential education in diverse contexts. The JEE provides a forum for the empirical and theoretical study of issues concerning experiential learning, program management and policies, educational, developmental, and health outcomes, teaching and facilitation, and research methodology. The JEE is a publication of the Association for Experiential Education. The Journal welcomes submissions from established and emerging scholars writing about experiential education in the context of outdoor adventure programming, service learning, environmental education, classroom instruction, mental and behavioral health, organizational settings, the creative arts, international travel, community programs, or others.