Effects of Mentoring Relationship Heterogeneity on Student Outcomes in Summer Undergraduate Research

Autor/inn/en	Morales, Danielle X.; Grineski, Sara E.; Collins, Timothy W.
Titel	Effects of Mentoring Relationship Heterogeneity on Student Outcomes in Summer Undergraduate Research
Quelle	In: Studies in Higher Education, 46 (2021) 3, S.423-436 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2019.1639041
Schlagwörter	Mentors; College Faculty; Undergraduate Students; First Generation College Students; Racial Differences; Gender Differences; Student Diversity; Student Satisfaction; Research Training; Summer Programs; Student Research; Program Effectiveness; STEM Education; Professional Identity; Teacher Student Relationship; Competence; Self Concept; Texas (El Paso) + Suchen Sie Ihr Suchwort? Fakultät; Rassenunterschied; Geschlechterkonflikt; Sommerkurs; Studentenforschung; STEM; Teacher student relationships; Lehrer-Schüler-Beziehung; Kompetenz; Selbstkonzept
Abstract	Faculty-mentored summer undergraduate research experiences (SUREs) have been shown to increase the diversity of students pursuing research careers. No existing studies have approached the issue of broadening participation in STEM research training by focusing on mentoring relationship heterogeneity (MRH) in the context of SUREs. Increasing MRH occurs when a mentee does not match a mentor in terms of gender and race/ethnicity and when the mentee's research experience depends on relationships with multiple mentors. Drawing on data from a multi-sited SURE program, we examine the effects of MRH on student satisfaction and science identity. Results indicate that students' satisfaction was not significantly affected by MRH. Greater MRH predicted reduced science identity development, but high quality faculty-undergraduate mentoring interactions moderated this negative impact. MRH has the potential to become a positive influence on student training. Results suggest that mentors should strive to improve mentoring competencies in order to better support diverse students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01