Mentoring for Inclusion: The Impact of Mentoring on Undergraduate Researchers in the Sciences

Autor/inn/en	Haeger, Heather; Fresquez, Carla
Titel	Mentoring for Inclusion: The Impact of Mentoring on Undergraduate Researchers in the Sciences
Quelle	In: CBE - Life Sciences Education, 15 (2016) 3, Artikel 36 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.16-01-0016
Schlagwörter	Mentors; Inclusion; Disproportionate Representation; Minority Group Students; First Generation College Students; Undergraduate Students; Student Research; Biological Sciences; Graduation Rate; Grades (Scholastic); Student Surveys; Grade Point Average; Cultural Relevance; Social Development; Emotional Development; Program Effectiveness; STEM Education; California + Suchen Sie Ihr Suchwort? Inklusion; Studentenforschung; Abwasserbiologie; Notenspiegel; Schülerbefragung; Soziale Entwicklung; Gefühlsbildung; STEM; Kalifornien
Abstract	Increasing inclusion of underrepresented minority and first-generation students in mentored research experiences both increases diversity in the life sciences research community and prepares students for successful careers in these fields. However, analyses of the impact of mentoring approaches on specific student gains are limited. This study addresses the impact of mentoring strategies within research experiences on broadening access to the life sciences by examining both how these experiences impacted student success and how the quality of mentorship affected the development of research and academic skills for a diverse population of students at a public, minority-serving institution. Institutional data on student grades and graduation rates (n = 348) along with postresearch experience surveys (n = 138) found that students mentored in research had significantly higher cumulative grade point averages and similar graduation rates as a matched set of peers. Examination of the relationships between student-reported gains and mentoring strategies demonstrated that socioemotional and culturally relevant mentoring impacted student development during mentored research experiences. Additionally, extended engagement in research yielded significantly higher development of research-related skills and level of independence in research. Recommendations are provided for using mentoring to support traditionally underrepresented students in the sciences. (As Provided).
Anmerkungen	American Society for Cell Biology. 8120 Woodmont Avenue Suite 750, Bethesda, MD 20814-2762. Tel: 301-347-9300; Fax: 301-347-9310; e-mail: ascbinfo@ascb.org; Website: http://www.ascb.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01