The Holmes Scholars Network: A Networking Mentoring Program of the Holmes Partnership

Lamb, Sara

doi:10.1207/s15327930pje7402_12

Cited by 11 publications

(8 citation statements)

References 1 publication

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“…Unfortunately, this relationship has been understudied in the extant literature. Some evidence of this link comes from retrospective reports of enrichment program participants’ perceptions of these programs (Hakim 1998; Hunter et al 2007; Kardash 2000; Lamb 1999; Lam et al 2003; NIH 2006; Russell et al 2007; Seymour et al 2004; Villarejo et al 2008). Narratives of enrichment program participants indicate that they perceive program benefits beyond improved academic performance.…”

Section: Literature Reviewmentioning

confidence: 99%

STEM enrichment programs and graduate school matriculation: the role of science identity salience

2013

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Improving the state of science education in the United States has become a national priority. One response to this problem has been the implementation of STEM enrichment programs designed to increase the number of students that enter graduate programs in science. Current research indicates enrichment programs have positive effects for student performance, degree completion, interest in science and graduate enrollment. Moreover, research suggests that beyond improving performance in STEM, and providing access to research experience and faculty mentoring, enrichment programs may also increase the degree to which students identify as scientists. However, researchers investigating the role of science identity on student outcomes have focused primarily on subjective outcomes, leaving a critical question of whether science identity also influences objective outcomes such as whether students attend graduate school. Using identity theory, this study addresses this issue by investigating science identity as a mechanism linking enrichment program participation to matriculation into graduate science programs. Quantitative results from a panel study of 694 students indicate that science identity salience, along with research experience and college GPA, mediate the effect of enrichment program participation on graduate school matriculation. Further, results indicate that although the social psychological process by which science identity salience develops operates independently from student GPA, science identity amplifies the effect of achievement on graduate school matriculation. These results indicate that policies seeking to increase the efficacy of enrichment programs and increase representation in STEM graduate programs should be sensitive to the social and academic aspects of STEM education.

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Section: Literature Reviewmentioning

confidence: 99%

STEM enrichment programs and graduate school matriculation: the role of science identity salience

2013

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“…It also is perceived as having the potential to marshal the strength of the group to alter the profile for success in the institution. (p. 12) This model of mentoring encompasses the academic as well as professional socialization of students, and a number of programs have utilized networking mentoring for students of color (Laden 1999;Lamb 1999;Talbert et al 1999). One such program is the Puente Project that primarily targets first generation Latino students at a community college in California (Laden 1999).…”

Section: Students Of Color In Higher Education: Mentoringmentioning

confidence: 99%

“Take the Fifth”: Mentoring Students Whose Cultural Communities Were Not Historically Structured Into U.S. Higher Education

2009

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This article presents a description of the African Atlantic Research Team as exemplary of ten years of successful mentoring of undergraduate and graduate university students who are focused on a Ph.D in disciplines traditionally associated with academic research and teaching. The team is distinctive because it is multi-disciplinary in composition, the majority of its members are from communities historically excluded from structures of U.S. higher education, and its activities focus on members working collaboratively and collectively through most areas of their academic learning and socialization. Though the numbers of this case study are small, 95% of team members successfully completed their bachelor's degree with majors that facilitate their application for graduate study in disciplines linked to academic research, writing, and university instruction. These undergraduate majors differ from those focusing upon social problems or applied or professional majors. Eighty percent of the team members applied for graduate study, and only one did not attend graduate school.

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“…Several authors have proposed that academic mentoring includes at least three elements: (a) emotional and psychological support, (b) role modeling, and (c) career guidance (Davidson and Foster-Johnson 2001;Kartje 1996). In general, research suggests that mentoring has been beneficial particularly for doctoral students of color seeking careers in academia (Hill et al 1999;Lamb 1999).…”

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confidence: 99%

Into the academy: preparing and mentoring international doctoral students

Lahman

Yeh

et al. 2008

Education Tech Research Dev

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This qualitative case study was an examination of a team-based faculty/mentorled International Doctoral Student Support Group (IDSSG) designed specifically around issues in preparing and mentoring international doctoral students for careers in academia. Twelve participants were selected to participate in a support/focus group that met twice a month for an academic year to attend workshops and discuss their lives as doctoral students. The data set was comprised of two pre-and post-surveys and two in-depth pre-and post-interviews. Findings in the themes of international doctoral students' graduate school experiences and the impact of the faculty-led support group are presented and discussed.Keywords International student Á Doctoral student Á Mentoring Á Case study Á Focus group Matriculation into a doctoral program of study can be a difficult transition for many people. Students transitioning into graduate school have been shown to experience increased feelings of insecurity, decreased self-esteem, and high levels of stress and anxiety (GrantVallone and Ensher 2000). Another gauge of the graduate school experience is persistence, or its negative counterpart, attrition. Although attrition rates vary by institution and

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The Holmes Scholars Network: A Networking Mentoring Program of the Holmes Partnership

Cited by 11 publications

References 1 publication

STEM enrichment programs and graduate school matriculation: the role of science identity salience

STEM enrichment programs and graduate school matriculation: the role of science identity salience

“Take the Fifth”: Mentoring Students Whose Cultural Communities Were Not Historically Structured Into U.S. Higher Education

Into the academy: preparing and mentoring international doctoral students

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