Students Perspectives on Holistic Mentoring Practices in STEM Fields

Luedke, Courtney L.; McCoy, Dorian L.; Winkle-Wagner, Rachelle; Lee-Johnson, Jamila

doi:10.15763/issn.2642-2387.2019.5.1.33-59

Cited by 12 publications

(12 citation statements)

References 37 publications

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“…Rather, the profession needs to invest time and resources in training the professionals most responsible for mentoring on how to best do it. Luedke, McCoy, Winkle‐Wagner, & Lee‐Johnson (2019) argued that graduate program faculty must be trained in culturally sensitive advising in order to make significant change. This could, they argued, lead to “disrupting processes that have historically perpetuated inequality in education experiences” (p. 54).…”

Section: Recruitment Questions Results and Implicationsmentioning

confidence: 99%

Surveying the Measurement Profession to Assist Recruiting in the United States

Leventhal

Thompson

2021

Educational Measurement

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We conducted a comprehensive survey of the educational measurement profession to assist recruiting to the measurement profession in the United States. Specifically, in April and May 2019, we surveyed measurement professionals and graduate students by targeting six areas to assist recruitment efforts: demographics of the field, compensation for professionals, graduate student funding, where to work, what work life entails, and mentoring opportunities. We evidence a profession trending toward being more diverse, professionals having a median annual salary between $110,000 and $130,000 (U.S.) dollars, varying graduate student funding opportunities, and flexibility in work location and tasks performed. For each of the six target areas, we present detailed results from the survey as well as implications for practice. We conclude the manuscript by discussing a change needed in the field that would assist in recruitment efforts.

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Section: Recruitment Questions Results and Implicationsmentioning

confidence: 99%

Surveying the Measurement Profession to Assist Recruiting in the United States

Leventhal

Thompson

2021

Educational Measurement

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“…Educators in higher education must begin to listen to and learn from Latinx and other racially minoritized students to better understand how we can organizationally structure support systems and resources to set up these scholars for holistic success (Luedke et al, 2019). In a survey of 4,000 graduate students conducted by Golde and Dore (2001), most respondents indicated that after obtaining their terminal degrees, they aspired to be in teaching careers but felt inadequately prepared in their doctoral preparatory programs.…”

Section: Discussionmentioning

confidence: 99%

Sink or swim: The mentoring experiences of Latinx PhD students with faculty of color.

Santa‐Ramirez¹

2022

Journal of Diversity in Higher Education

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This phenomenological study examines the positive and adverse experiences full-time Latinx PhD students have in mentoring relationships with faculty of Color at a historically white Research-Intensive University in the Southwest, United States. These scholars are an essential group that faces distinct challenges in graduate education and remain underrepresented, with only 7.2% of all doctorate degrees obtained and constituting merely 4% of all faculty. Faculty mentoring requires a degree of care and commitment rather than a casual or "strictly business" approach, especially for racially minoritized students. Findings reveal the need for faculty mentors to humanize and validate their advisees' individual experiences and goals while simultaneously incorporating the holistic person their doctoral students enter with at their respective academic programs. Recommendations are shared for institutional agents at all levels.

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“…Many scholars have investigated peer and faculty mentoring of undergraduate STEM majors; however, most of these studies focus on the benefits to the mentees. For example, researchers have addressed the effect of being a mentor on student retention (Chelberg & Bosman, 2019;Damkaci, Braun, & Gublo, 2017;Lisberg & Woods, 2018;Wilson et al, 2012), STEM efficacy (Estrada et al, 2018;Lewis et al, 2018), academic and career motivation (Griffin, Pérez, Holmes, & Mayo, 2010), STEM content knowledge (Nelson et al, 2017), goal setting and career planning (Chelberg & Bosman, 2019;Mondisa, 2015;Nelson et al, 2017), and cultural capital (Hernandez et al, 2018;Luedke, McCoy, Winkle-Wagner, & Lee-Johnson, 2019). Consistent with Crisp and Cruz (2009) mentoring model for marginalized students, these research findings reinforce the need for a multifaceted approach to mentoring, which includes both the acquisition of STEM knowledge and skills as well as social support and guidance as students become integrated into the field.…”

Section: University-and School-based Stem Mentoringmentioning

confidence: 99%

The Motivations of STEM Mentors

Rangel¹,

Jones

Doan³

et al. 2021

Mentoring & Tutoring: Partnership in Learning

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Little is known about why people decide to mentor in the context of science, technology, engineering, and math (STEM) learning. The purpose of this qualitative study was to identify the motivations of undergraduate student mentors working in an afterschool STEM program for underrepresented elementary schoolboys. We used self-determination theory (SDT) to explain why the undergraduate students decided to become mentors and, for some of them, to persist as mentors. We interviewed a sample of 16 mentors about their backgrounds and experiences over three semesters. The participants experienced intrinsic and extrinsic motivations to become and persist as mentors. Each mentor articulated more than one reason, suggesting their motivations are multifaceted. Some motivations did not fit well with SDT, which points to the underlying complexity of why people mentor and how mentors' backgrounds shape their motivations.

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Students Perspectives on Holistic Mentoring Practices in STEM Fields

Cited by 12 publications

References 37 publications

Surveying the Measurement Profession to Assist Recruiting in the United States

Surveying the Measurement Profession to Assist Recruiting in the United States

Sink or swim: The mentoring experiences of Latinx PhD students with faculty of color.

The Motivations of STEM Mentors

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