科学身份突出在第一代、低收入、代表性不足学生的研究生入学中的作用

Q2 Social Sciences

The Journal of Negro Education Pub Date : 2022-01-01 DOI:10.7709/jnegroeducation.88.3.0269

Elizabeth Piatt, D. Merolla, Eboni J Pringle, R. Serpe

{"title":"科学身份突出在第一代、低收入、代表性不足学生的研究生入学中的作用","authors":"Elizabeth Piatt, D. Merolla, Eboni J Pringle, R. Serpe","doi":"10.7709/jnegroeducation.88.3.0269","DOIUrl":null,"url":null,"abstract":"Abstract:While much of the research on formal mentoring programs considers their impact on underrepresented students, there is very little research on formal mentoring programs which examines the utility of these programs for underrepresented students who are also first-generation and limited-income students. The authors addressed this gap in the literature by examining the relationships between formal mentoring program participation, science identity salience, and graduate school enrollment in a sample of first-generation, low-income, underrepresented students. Specifically, interest was in understanding whether these relationships are the same for first-generation, low-income students, underrepresented students; and what aspects of a formal mentoring program are most important for graduate school enrollment in this group. These relationships were explored using data from The Science Study, a national panel study of undergraduate STEM majors.","PeriodicalId":39914,"journal":{"name":"The Journal of Negro Education","volume":"9 1","pages":"269 - 280"},"PeriodicalIF":0.0000,"publicationDate":"2022-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"8","resultStr":"{\"title\":\"The Role of Science Identity Salience in Graduate School Enrollment for First-generation, Low-income, Underrepresented Students\",\"authors\":\"Elizabeth Piatt, D. Merolla, Eboni J Pringle, R. Serpe\",\"doi\":\"10.7709/jnegroeducation.88.3.0269\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract:While much of the research on formal mentoring programs considers their impact on underrepresented students, there is very little research on formal mentoring programs which examines the utility of these programs for underrepresented students who are also first-generation and limited-income students. The authors addressed this gap in the literature by examining the relationships between formal mentoring program participation, science identity salience, and graduate school enrollment in a sample of first-generation, low-income, underrepresented students. Specifically, interest was in understanding whether these relationships are the same for first-generation, low-income students, underrepresented students; and what aspects of a formal mentoring program are most important for graduate school enrollment in this group. These relationships were explored using data from The Science Study, a national panel study of undergraduate STEM majors.\",\"PeriodicalId\":39914,\"journal\":{\"name\":\"The Journal of Negro Education\",\"volume\":\"9 1\",\"pages\":\"269 - 280\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2022-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"8\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"The Journal of Negro Education\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.7709/jnegroeducation.88.3.0269\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"The Journal of Negro Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.7709/jnegroeducation.88.3.0269","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"Social Sciences","Score":null,"Total":0}

引用次数: 8

摘要

摘要:虽然许多关于正式师徒计划的研究考虑了它们对代表性不足的学生的影响，但很少有关于正式师徒计划的研究考察了这些计划对代表性不足的学生(也是第一代和收入有限的学生)的效用。作者通过在第一代低收入、代表性不足的学生样本中研究正式指导计划参与、科学身份突出和研究生入学之间的关系，解决了文献中的这一差距。具体来说，我感兴趣的是了解这些关系是否同样适用于第一代、低收入家庭学生、代表性不足的学生;正式的指导计划的哪些方面对这个群体的研究生入学最重要。这些关系是用科学研究的数据来探索的，科学研究是一项针对STEM专业本科生的全国性小组研究。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

The Role of Science Identity Salience in Graduate School Enrollment for First-generation, Low-income, Underrepresented Students

Abstract:While much of the research on formal mentoring programs considers their impact on underrepresented students, there is very little research on formal mentoring programs which examines the utility of these programs for underrepresented students who are also first-generation and limited-income students. The authors addressed this gap in the literature by examining the relationships between formal mentoring program participation, science identity salience, and graduate school enrollment in a sample of first-generation, low-income, underrepresented students. Specifically, interest was in understanding whether these relationships are the same for first-generation, low-income students, underrepresented students; and what aspects of a formal mentoring program are most important for graduate school enrollment in this group. These relationships were explored using data from The Science Study, a national panel study of undergraduate STEM majors.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

The Journal of Negro Education Social Sciences-Anthropology

CiteScore

1.20

自引率

0.00%

发文量

期刊介绍： The Journal of Negro Education (JNE), a refereed scholarly periodical, was founded at Howard University in 1932 to fill the need for a scholarly journal that would identify and define the problems that characterized the education of Black people in the United States and elsewhere, provide a forum for analysis and solutions, and serve as a vehicle for sharing statistics and research on a national basis. JNE sustains a commitment to a threefold mission: first, to stimulate the collection and facilitate the dissemination of facts about the education of Black people; second, to present discussions involving critical appraisals of the proposals and practices relating to the education of Black people.