STEM E-Mentoring and Community College Students with Disabilities

Autor/inn/en	Gregg, Noel; Wolfe, Gerri; Jones, Stephanie; Todd, Robert; Moon, Nathan; Langston, Christopher
Titel	STEM E-Mentoring and Community College Students with Disabilities
Quelle	In: Journal of Postsecondary Education and Disability, 29 (2016) 1, S.47-63 (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Two Year College Students; Mentors; Computer Mediated Communication; Academic Persistence; Disabilities; Interviews; STEM Education; Qualitative Research; Case Studies; Social Media; Nontraditional Students; Minority Group Students; Simulated Environment; Surveys; Intention; Self Determination; Attitude Measures; Technology Uses in Education; Educational Technology + Suchen Sie Ihr Suchwort? Computerkonferenz; Handicap; Behinderung; Interviewing; Interviewtechnik; STEM; Qualitative Forschung; Case study; Fallstudie; Case Study; Soziale Medien; Künstliche Umwelt; Survey; Umfrage; Befragung; Selbstbestimmung; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien
Abstract	This article reports the findings from a qualitative study to understand the provision of electronic mentoring (e-mentoring) to support the educational persistence of students with disabilities at a two-year college in a large city in the U.S. South. Building upon a five-year project at three postsecondary institutions and three secondary school systems, this article presents the results from interviews with selected participants, which were analyzed using a qualitative case study design. Three aspects of a STEM e-mentoring program were examined: (1) the use of virtual environments and social media settings; (2) the development of e-mentoring relationships; and (3) the examination of persistence constructs. Eight participants were recruited for the study representing individuals with disabilities, non-traditional age students, and individuals from minority populations. Four critical findings were observed: (1) virtual environments and social media tool usage varied depending on context, accessibility, and practical considerations; (2) STEM learning and emotional supports were enhanced when embedded in the practice of e-mentoring; and (3) five persistence constructs (intention to persist, self-determination, self-advocacy, science affect, and math affect) informed STEM outcomes for community college students with disabilities. (As Provided).
Anmerkungen	Association on Higher Education and Disability. 107 Commerce Center Drive Suite 204, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: ahead@ahead.org; Web site: http://www.ahead.org/publications/jped
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01