Science Faculty's Support for Underrepresented Students: Building Science Capital

Autor/in	Ceglie, Robert
Titel	Science Faculty's Support for Underrepresented Students: Building Science Capital
Quelle	In: International Journal of Science and Mathematics Education, 19 (2021) 4, S.661-679 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1571-0068
DOI	10.1007/s10763-020-10090-w
Schlagwörter	Science Teachers; Teacher Attitudes; College Faculty; College Students; Teacher Student Relationship; Social Support Groups; Disproportionate Representation; Minority Group Students; Females; Science Achievement; STEM Education; Academic Advising; Mentors; Social Networks; Educational Environment + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Fakultät; Collegestudent; Teacher student relationships; Lehrer-Schüler-Beziehung; Social support; Soziale Unterstützung; Weibliches Geschlecht; STEM; Akademischer Rat; Social network; Soziales Netzwerk; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	Despite underrepresentation patterns in women minorities in STEM fields, a growing number are completing degrees. Exploring factors which serve as contributors to success in science are critical to broaden participation. STEM college faculty can serve as key contributors to the success of these students and exploring ways that faculty support their students is important. This study aimed to understand ways that science faculty from a Northeast University believed they supported underrepresented students. Utilizing semi-structured interviews, six faculty and one advisor identified the critical factors that fostered success in their students. Using thematic analysis, key themes included the value of advising, mentoring, and networking; the importance of a supportive inviting environment; and targeted support programs as the salient factors. These factors align with current research but suggest that many college science faculty are not providing these resources for their students. While only a small sample, this study adds to the scant literature exploring how faculty provide support for underrepresented students in science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01