Cbe-Life Sciences Education最新文献_第10页

Instructional Influencers: Teaching Professors as Potential Departmental Change Agents in Diversity, Equity, and Inclusion. 教学影响者：教学教授作为多样化、平等和包容方面的潜在系变革推动者。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-09-01 DOI: 10.1187/cbe.24-03-0102

Mike Wilton, Jeffrey Maloy, Laura Beaster-Jones, Brian K Sato, Stanley M Lo, Daniel Z Grunspan

{"title":"Instructional Influencers: Teaching Professors as Potential Departmental Change Agents in Diversity, Equity, and Inclusion.","authors":"Mike Wilton, Jeffrey Maloy, Laura Beaster-Jones, Brian K Sato, Stanley M Lo, Daniel Z Grunspan","doi":"10.1187/cbe.24-03-0102","DOIUrl":"10.1187/cbe.24-03-0102","url":null,"abstract":"At many research-intensive universities in North America, there is a disproportionate loss of minoritized undergraduate students from Science, Technology, Engineering, and Mathematics (STEM) majors. Efforts to confront this diversity, equity, and inclusion (DEI) challenge, such as faculty adoption of evidenced-based instructional approaches that promote student success, have been slow. Instructional and pedagogical change efforts at the academic department level have been demonstrated to be effective at enacting reform. One potential strategy is to embed change agent individuals within STEM departments that can drive change efforts. This study seeks to assess whether tenure-track, teaching-focused faculty housed in STEM departments are perceived as influential on the instructional and pedagogical domains of their colleagues. To answer this, individuals across five STEM departments at large, research-intensive campuses identified faculty who were influential upon six domains of their instruction and pedagogy. Social network analysis of individuals in these departments revealed heterogeneity across the instructional domains. Some, like the teaching strategies network, are highly connected and involve the majority of the department; while others, like the DEI influence network, comprise a significantly smaller population of faculty. Importantly, we demonstrate that tenure-track, teaching-focused faculty are influential across all domains of instruction, but are disproportionately so in the sparsely populated DEI influence networks.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 3","pages":"ar35"},"PeriodicalIF":4.6,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11440739/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141725153","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

It's in the Syllabus: What Syllabi Tell us about Introductory Biology Courses. 就在教学大纲中：关于生物入门课程，教学大纲告诉我们什么？

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-09-01 DOI: 10.1187/cbe.23-05-0081

Austin Heil, Joshua Olaniran, Cara Gormally, Marguerite Peggy Brickman

{"title":"It's in the Syllabus: What Syllabi Tell us about Introductory Biology Courses.","authors":"Austin Heil, Joshua Olaniran, Cara Gormally, Marguerite Peggy Brickman","doi":"10.1187/cbe.23-05-0081","DOIUrl":"10.1187/cbe.23-05-0081","url":null,"abstract":"Biology education researchers seek to improve biology education, particularly at the introductory level, yet there is little documentation about what is actually happening in introductory biology. To characterize the landscape of learning expectations for introductory biology, we analyzed course-level learning objectives (n = 1108) and course schedules from 188 nonmajor, mixed major, and major introductory biology syllabi. We analyzed syllabi collected from a diverse range of U.S. institution types to uncover insights about instructional design decisions for introductory biology. Our analysis revealed two distinct nonmajor course types: content and issues-based courses. We found syllabi tend to focus on low-cognitive skills and factual content that is essentially a march in step with a typical textbook table of contents, rarely including core competencies or socioscientific issues (SSIs) other than in nonscience major issues-based courses. Our work contributes more evidence that faculty struggle to write course-level learning objectives. Our findings suggest that there is much work to do if Vision and Change are to become more than simply a vision-to be actualized as change-including developing CLOs for introductory biology as a first step toward creating actionable instructional change.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 3","pages":"ar37"},"PeriodicalIF":4.6,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11440731/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142037856","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Models of Disability as Research Frameworks in Biology Education Research. 作为生物教育研究框架的残疾模型。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-09-01 DOI: 10.1187/cbe.24-01-0026

Mason N Tedeschi, Lisa B Limeri

{"title":"Models of Disability as Research Frameworks in Biology Education Research.","authors":"Mason N Tedeschi, Lisa B Limeri","doi":"10.1187/cbe.24-01-0026","DOIUrl":"10.1187/cbe.24-01-0026","url":null,"abstract":"Advancing equity and justice in undergraduate biology education requires research to address the experiences of disabled students. Scholars working in disability studies have developed models of disability that inform Discipline-Based Education Research (DBER). To date, DBER literature has been predominantly informed by the medical and social models of disability. The medical model focuses on challenges that affect people with disabilities on an individual basis, while the social model focuses on how one's surrounding environment contributes to the construction of disability. In this essay, we discuss past DBER research and opportunities for future research using each of these models. We will also discuss a third, less commonly used model that offers exciting opportunities to drive future research: complex embodiment. Complex embodiment positions disability as a social location that reflects a greater societal value structure. Further examining this value structure reveals how ability itself is constructed and conventionally understood to be hierarchical. Additionally, we explain epistemic injustice as it affects disabled people, and how future education research can both address and counteract this injustice. We discuss how expanding the frameworks that serve as lenses for DBER scholarship on disability will offer new research directions.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 3","pages":"ar8"},"PeriodicalIF":4.6,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11440736/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142082724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

It Takes Two: Online and In-person Discussions Offer Complementary Learning Opportunities for Students. 双管齐下：在线和现场讨论为学生提供了互补的学习机会。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-09-01 DOI: 10.1187/cbe.23-04-0062

Kylea R Garces, Aaron N Sexton, Abigail Hazelwood, Nathan Steffens, Linda Fuselier, Natalie Christian

{"title":"It Takes Two: Online and In-person Discussions Offer Complementary Learning Opportunities for Students.","authors":"Kylea R Garces, Aaron N Sexton, Abigail Hazelwood, Nathan Steffens, Linda Fuselier, Natalie Christian","doi":"10.1187/cbe.23-04-0062","DOIUrl":"10.1187/cbe.23-04-0062","url":null,"abstract":"Discussions play a significant role in facilitating student learning through engagement with course material and promotion of critical thinking. Discussions provide space for social learning where ideas are deliberated, internalized, and knowledge is cocreated through socioemotional interactions. With the increase of internet-based and hybrid courses, there is a need to evaluate the degree to which online discussion modalities facilitate quality discussions and enhance student achievement. We assessed the effectiveness of asynchronous online discussion boards and traditional face-to-face discussions via qualitative (thematic coding and discussion network analysis) and quantitative (Bloom's taxonomy) techniques and evaluated student perceptions via precourse and postcourse surveys. We found differential strengths of the two formats. Online discussions increased response complexity, while in-person discussions fostered improved connections with course material. Themes related to sharing of personal identity, humanity and verbal immediacy were more frequent throughout in-person discussions. Survey responses suggested that a sense of community was an external motivator for preference of in-person discussions, while anxiety was a factor influencing online discussion preference. Our findings suggest that online and in-person discussions are complementary, and work in tandem to facilitate complex student thinking through online environments and social learning within the classroom.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 3","pages":"ar34"},"PeriodicalIF":4.6,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11440744/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141621821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Dipping Your Toe in The CURE Pool: Longitudinal Tracking of Instructors Suggests Use of a Short-Duration CURE Can Catalyze Expansion to Longer CURE Experiences. 将你的脚趾浸入CURE池中：对教员的纵向追踪表明，使用短期的团结与种族平等教育可以促进向长期的团结与种族平等教育扩展。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-09-01 DOI: 10.1187/cbe.23-05-0091

Elizabeth Genné-Bacon, Michal Fux, Sara A Bove, Finn Payne, Georgia Xenakis, John D Coley, Carol Bascom-Slack

{"title":"Dipping Your Toe in The CURE Pool: Longitudinal Tracking of Instructors Suggests Use of a Short-Duration CURE Can Catalyze Expansion to Longer CURE Experiences.","authors":"Elizabeth Genné-Bacon, Michal Fux, Sara A Bove, Finn Payne, Georgia Xenakis, John D Coley, Carol Bascom-Slack","doi":"10.1187/cbe.23-05-0091","DOIUrl":"10.1187/cbe.23-05-0091","url":null,"abstract":"Course-based undergraduate research experiences (CUREs) are an effective method of engaging large numbers of students in authentic research but are associated with barriers to adoption. Short CURE modules may serve as a low-barrier entryway, but their effectiveness in promoting expansion has not been studied. The Prevalence of Antibiotic Resistance in the Environment (PARE) project is a modular CURE designed to be a low-barrier gateway into CURE use. In a series of interviews, we track and characterize use of PARE in 19 PARE-interested instructors throughout the Innovation-Decision Process described by Rogers' Diffusion of Innovations theory. The majority (16/19) implement PARE at least once, and a majority of these implementers (11/16) expanded use by the final interview. Three of four cases of discontinuance were due to a disruption such as moving institutions or a change in course assignment and occurred for community college faculty. Expanders expressed fewer personal challenges than nonexpanders. Overall analysis shows that perception of barriers is nuanced and impacted by the innovation itself, the institutional context, and one's own experiences. These results suggest that a short duration, low barrier CURE can serve as a catalyst for implementation of a longer duration CURE.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 3","pages":"ar31"},"PeriodicalIF":4.6,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11440735/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141565202","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Inclusive Research Environments for Deaf and Hard of Hearing English Speakers. 聋人和英语重听者的包容性研究环境。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.22-11-0235

Jason D Listman, Kim B Kurz, Amanda Picioli, Paul Craig

{"title":"Inclusive Research Environments for Deaf and Hard of Hearing English Speakers.","authors":"Jason D Listman, Kim B Kurz, Amanda Picioli, Paul Craig","doi":"10.1187/cbe.22-11-0235","DOIUrl":"10.1187/cbe.22-11-0235","url":null,"abstract":"In recent years, an increasing number of deaf and hard of hearing (D/HH) undergraduates have chosen to study in STEM fields and pursue careers in research. Yet, very little research has been undertaken on the barriers and inclusive experiences often faced by D/HH undergraduates who prefer to use spoken English in research settings, instead of American Sign Language (ASL). To identify barriers and inclusive strategies, we studied six English speaking D/HH undergraduate students working in research laboratories with their eight hearing mentors, and their three hearing peers sharing their experiences. Three researchers observed the interactions between all three groups and conducted interviews and focus groups, along with utilizing the Communication Assessment Self-Rating Scale (CASS). The main themes identified in the findings were communication and environmental barriers in research laboratories, creating accessible and inclusive laboratory environments, communication strategies, and self-advocating for effective communication. Recommendations for mentors include understanding the key elements of creating an inclusive laboratory environment for English speaking D/HH students and effectively demonstrating cultural competence to engage in inclusive practices.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 2","pages":"ar22"},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235105/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140871538","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Perspectives from Undergraduate Life Sciences Faculty: Are We Equipped to Effectively Accommodate Students With Disabilities in Our Classrooms? 生命科学本科生教师的观点：我们有能力在课堂上有效地帮助残疾学生吗？

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-05-0094

Emma C Goodwin, Danielle Pais, Jingyi He, Logan E Gin, Sara E Brownell

{"title":"Perspectives from Undergraduate Life Sciences Faculty: Are We Equipped to Effectively Accommodate Students With Disabilities in Our Classrooms?","authors":"Emma C Goodwin, Danielle Pais, Jingyi He, Logan E Gin, Sara E Brownell","doi":"10.1187/cbe.23-05-0094","DOIUrl":"10.1187/cbe.23-05-0094","url":null,"abstract":"Higher education has evolved in ways that may increase the challenges life science faculty face in providing accommodations for students with disabilities. Guided by Expectancy-Value Theory, we interviewed 34 life sciences faculty instructors from institutions nationwide to explore faculty motivation to create disability-inclusive educational experiences. We found that faculty in our sample perceive that providing most standard accommodations is a manageable but often challenging task. Further, faculty in our sample feel that improving accommodations necessitates additional support from their institutions. Most faculty had high attainment value for providing accommodations, in that they strongly believed that supporting students with disabilities is the fair and right thing to do. However, faculty did not perceive much utility value or intrinsic value in their task of providing accommodations, and most reported that providing accommodations can be a substantial burden on faculty. These findings imply that current approaches to providing inclusive educational experiences for students with disabilities rely primarily on the personal belief that providing accommodations is the right thing to do, which likely results in a flawed and inequitable system given that not all faculty equally share this conviction.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 2","pages":"ar18"},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235119/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140861643","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Who is Represented in the Research on Undergraduate Research Experiences in the Natural Sciences? A Review of Literature. 谁是自然科学领域本科生研究经历研究的代表？文献综述。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-07-0137

Emma C Goodwin, Logan E Gin, Allyson Aeschliman, Adwoa Kumi Afoakwa, Bryttani A Allred, Sarah T Avalle, Amanda Bell, Jessica Berkheimer, Hannah Brzezinski, Rachel Campos, Hozhoo Emerson, Savage Cree Hess, Arron M Montelongo, Nereus Noshirwani, W Levi Shelton, Emma M Valdez, Jennifer White, Quinn White, Ehren Wittekind, Katelyn M Cooper, Sara E Brownell

{"title":"Who is Represented in the Research on Undergraduate Research Experiences in the Natural Sciences? A Review of Literature.","authors":"Emma C Goodwin, Logan E Gin, Allyson Aeschliman, Adwoa Kumi Afoakwa, Bryttani A Allred, Sarah T Avalle, Amanda Bell, Jessica Berkheimer, Hannah Brzezinski, Rachel Campos, Hozhoo Emerson, Savage Cree Hess, Arron M Montelongo, Nereus Noshirwani, W Levi Shelton, Emma M Valdez, Jennifer White, Quinn White, Ehren Wittekind, Katelyn M Cooper, Sara E Brownell","doi":"10.1187/cbe.23-07-0137","DOIUrl":"10.1187/cbe.23-07-0137","url":null,"abstract":"Positive outcomes from undergraduate research experiences (UREs) have resulted in calls to broaden and diversify participation in research. However, we have little understanding of what demographics are reported and considered in the analyses of student outcomes from UREs. Without this information, it is impossible to assess whether participation in UREs has been diversified and how outcomes may vary by participant identity. Through a comprehensive literature search, we systematically identified 147 peer-reviewed research articles on student participation in UREs in the natural sciences, published between 2014 and 2020. We coded each paper to document which student demographic variables are reported and considered in analyses. The majority (88%) of articles on UREs reported at least one demographic variable and 62% incorporate demographics into their analyses, but demographics beyond gender and race/ethnicity were infrequently considered. Articles on independent research apprenticeships included demographics in their analyses more frequently than studies on course-based undergraduate research experiences (CUREs). Trends in reporting and analyzing demographics did not change from 2014 to 2020. Future efforts to collect these data will help assess whether goals to diversify UREs are being met and inform how to design UREs to meet the needs of diverse student groups.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 2","pages":"ar28"},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235117/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141162780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Growth Mindset Messages from Instructors Improve Academic Performance Among First-Generation College Students. 教师的 "成长心态 "信息可提高第一代大学生的学习成绩。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-07-0131

Elizabeth A Canning, Makita White, William B Davis

{"title":"Growth Mindset Messages from Instructors Improve Academic Performance Among First-Generation College Students.","authors":"Elizabeth A Canning, Makita White, William B Davis","doi":"10.1187/cbe.23-07-0131","DOIUrl":"10.1187/cbe.23-07-0131","url":null,"abstract":"First-generation (FG) college students (i.e., those for whom neither parent/guardian obtained a bachelor's degree) experience more barriers in college, compared with continuing-generation students. These barriers are compounded by subtle messages from instructors that convey the idea that natural talent is necessary for success in scientific fields. In contrast, growth mindset messages communicate that ability can improve with effort, help-seeking, and using productive study strategies. In a large enrollment introductory biology course, students were randomly assigned to receive email messages from their instructor after the first two exams containing either a growth mindset or control message. The intervention improved grades in the course for everyone, on average, compared with control messages, and were especially beneficial for FG students. This increase in performance was partially mediated by increased activity accessing course materials on the course website. This study provides preliminary evidence that instructors communicating growth mindset messages can support FG students' performance.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 2","pages":"ar14"},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235104/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140112331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

What Makes a Good Match? Predictors of Quality Mentorship Among Doctoral Students. 怎样才能配对成功？博士生中优质导师的预测因素。

IF 4.6 2区教育学

Cbe-Life Sciences Education Pub Date : 2024-06-01 DOI: 10.1187/cbe.23-05-0070

Trevor T Tuma, Erin L Dolan

{"title":"What Makes a Good Match? Predictors of Quality Mentorship Among Doctoral Students.","authors":"Trevor T Tuma, Erin L Dolan","doi":"10.1187/cbe.23-05-0070","DOIUrl":"10.1187/cbe.23-05-0070","url":null,"abstract":"Quality mentoring promotes graduate student success. Despite an abundance of practical advice, empirical evidence regarding how to match mentees and mentors to form quality mentoring relationships is lacking. Here, we examine the influence of variables theorized to predict mentorship support and quality in a national sample of 565 science doctoral students from 70 universities in 38 states. Our structural equation modeling results indicate that mentor rank, mentee capital, and the relationship matching mechanism (direct admissions, rotations) were not associated with higher-quality relationships. We found no support for the widely held belief that students whose mentors shared their gender, race, or ethnicity experienced greater mentorship quality. Rather, mentees who shared attitudes, beliefs, and values with their mentor, or whose mentors displayed greater cultural awareness experienced more supportive, higher quality mentoring. Furthermore, these patterns were largely consistent across both mentee and mentor demographic groups. These results highlight the potential benefits of pairing mentees and mentors who share personal and intrinsic qualities rather than demographic or surface-level attributes. Our findings also indicate that graduate students from marginalized backgrounds can be effectively mentored by faculty who are demographically dissimilar if their mentors engage in culturally aware mentorship.","PeriodicalId":56321,"journal":{"name":"Cbe-Life Sciences Education","volume":"23 2","pages":"ar20"},"PeriodicalIF":4.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11235109/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140860746","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0