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Research mentoring and scientist identity: insights from undergraduates and their mentors
BACKGROUND: Mentored research apprenticeships are a common feature of academic outreach programs that aim to promote diversity in science fields. The current study tests for links between three forms of mentoring (instrumental, socioemotional, and negative) and the degree to which undergraduates psy...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer International Publishing
2018
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6310469/ https://www.ncbi.nlm.nih.gov/pubmed/30631731 http://dx.doi.org/10.1186/s40594-018-0139-y |
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author | Robnett, Rachael D Nelson, Paul A Zurbriggen, Eileen L Crosby, Faye J Chemers, Martin M |
author_facet | Robnett, Rachael D Nelson, Paul A Zurbriggen, Eileen L Crosby, Faye J Chemers, Martin M |
author_sort | Robnett, Rachael D |
collection | PubMed |
description | BACKGROUND: Mentored research apprenticeships are a common feature of academic outreach programs that aim to promote diversity in science fields. The current study tests for links between three forms of mentoring (instrumental, socioemotional, and negative) and the degree to which undergraduates psychologically identify with science. Participants were 66 undergraduate-mentor dyads who worked together in a research apprenticeship. The undergraduate sample was predominantly composed of women, first-generation college students, and members of ethnic groups that are historically underrepresented in science. RESULTS: Findings illustrated that undergraduates who reported receiving more instrumental and socioemotional mentoring were higher in scientist identity. Further, mentors who reported engaging in higher levels of negative mentoring had undergraduates with lower scientist identity. Qualitative data from undergraduates’ mentors provided deeper insight into their motivation to become mentors and how they reason about conflict in their mentoring relationships. CONCLUSIONS: Discussion highlights theoretical implications and details several methodological recommendations. |
format | Online Article Text |
id | pubmed-6310469 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2018 |
publisher | Springer International Publishing |
record_format | MEDLINE/PubMed |
spelling | pubmed-63104692019-01-08 Research mentoring and scientist identity: insights from undergraduates and their mentors Robnett, Rachael D Nelson, Paul A Zurbriggen, Eileen L Crosby, Faye J Chemers, Martin M Int J STEM Educ Research BACKGROUND: Mentored research apprenticeships are a common feature of academic outreach programs that aim to promote diversity in science fields. The current study tests for links between three forms of mentoring (instrumental, socioemotional, and negative) and the degree to which undergraduates psychologically identify with science. Participants were 66 undergraduate-mentor dyads who worked together in a research apprenticeship. The undergraduate sample was predominantly composed of women, first-generation college students, and members of ethnic groups that are historically underrepresented in science. RESULTS: Findings illustrated that undergraduates who reported receiving more instrumental and socioemotional mentoring were higher in scientist identity. Further, mentors who reported engaging in higher levels of negative mentoring had undergraduates with lower scientist identity. Qualitative data from undergraduates’ mentors provided deeper insight into their motivation to become mentors and how they reason about conflict in their mentoring relationships. CONCLUSIONS: Discussion highlights theoretical implications and details several methodological recommendations. Springer International Publishing 2018-11-30 2018 /pmc/articles/PMC6310469/ /pubmed/30631731 http://dx.doi.org/10.1186/s40594-018-0139-y Text en © The Author(s). 2018 Open AccessThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. |
spellingShingle | Research Robnett, Rachael D Nelson, Paul A Zurbriggen, Eileen L Crosby, Faye J Chemers, Martin M Research mentoring and scientist identity: insights from undergraduates and their mentors |
title | Research mentoring and scientist identity: insights from undergraduates and their mentors |
title_full | Research mentoring and scientist identity: insights from undergraduates and their mentors |
title_fullStr | Research mentoring and scientist identity: insights from undergraduates and their mentors |
title_full_unstemmed | Research mentoring and scientist identity: insights from undergraduates and their mentors |
title_short | Research mentoring and scientist identity: insights from undergraduates and their mentors |
title_sort | research mentoring and scientist identity: insights from undergraduates and their mentors |
topic | Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC6310469/ https://www.ncbi.nlm.nih.gov/pubmed/30631731 http://dx.doi.org/10.1186/s40594-018-0139-y |
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