Virtual Mentoring and Persistence in STEM for Students With Disabilities

Gregg, Noël; Galyardt, April; Wolfe, Gerri; Moon, Nathan W.; Todd, Robert L.

doi:10.1177/2165143416651717

Cited by 74 publications

(45 citation statements)

References 23 publications

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“…In a recent research study conducted by Gregg et al, (2016) their team investigated the effectiveness of using virtual mentoring to enhance persistence essential for secondary and post secondary students with disability enrolled in STEM learning (Gregg et al, 2016). Their evidence showed positive results using intentional frameworks and constructs to help enhance persistence and engagement.…”

Section: Modelmentioning

confidence: 99%

“…Their evidence showed positive results using intentional frameworks and constructs to help enhance persistence and engagement. Their Research uncovered findings from the National Science Foundation that indicated that 1 out of 4 students with a disability enroll in a STEM major (Gregg et al, 2016). In addition, 56% of students with a disability do not report that they have a learning disability (Newman, et al, 2010).…”

Section: Modelmentioning

confidence: 99%

“…In addition, 56% of students with a disability do not report that they have a learning disability (Newman, et al, 2010). As a result, Gregg et al, (2016) their study reveals that with additional assistance via virtual mentoring, students with a disability can increase their confidence as well as their competencies in areas such as math and science. This virtual program also hoped to reduce some of the barriers often experienced by the students such as traveling, time constraints and costs.…”

Section: Modelmentioning

confidence: 99%

“…This data is adapted from (Gregg et al, 2016). jms.ccsenet.org Journal of Management and Sustainability Vol. 7, No.…”

Section: Appendix a The Types Of Disabilities Disclosed Within The Sumentioning

confidence: 99%

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Virtual Mentoring: Practitioner Strategies for Students Underrepresented in Industry

Figueroa¹

2017

JMS

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Technological advancements have continued to develop over the past two decades impacting how we engage with each other. This evolvement has also influenced the way our students and instructors are acquiring and delivering information. In order to sustain the connections with our young people our engagement strategy also needs to evolve. This is especially significant for first generation minority students who are underrepresented in many academic disciplines, industries, particularly in medical education. Research continues to suggest that non-privileged minority groups are less likely to have strong support systems within their social networks and or family. This research paper will provide programmatic frameworks illustrating ways to mentor first generation minority students using virtually tools, learning development models and strategies that help produce positive measureable outcomes.

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Section: Modelmentioning

confidence: 99%

Section: Modelmentioning

confidence: 99%

Section: Modelmentioning

confidence: 99%

“…This data is adapted from (Gregg et al, 2016). jms.ccsenet.org Journal of Management and Sustainability Vol. 7, No.…”

Section: Appendix a The Types Of Disabilities Disclosed Within The Sumentioning

confidence: 99%

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Virtual Mentoring: Practitioner Strategies for Students Underrepresented in Industry

Figueroa¹

2017

JMS

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“…Por otro lado, existe una terminología variada en torno a la idea de mentoría a distancia, a saber: e-mentoría, mentoría online, mentoría virtual, tele-mentoría etc. La característica principal de esta modalidad de mentoría radica en que la relación entre el mentor y el mentorizado (estudiante novel, también denominado mentee o telémaco) se realiza mediante las nuevas tecnologías como canal de comunicación principal (Gregg, Wolfe, Jones, Todd, Moon, y Langston, 2016;Haran y Jeyaraj, 2019;Alhadlaq, Kharrufa y Olivier, 2019). Entre los beneficios de esta modalidad de mentoría destaca su flexibilidad espacio temporal, ya que su carácter asincrónico permite a las personas mentoras poder elaborar más profundamente sus respuestas, facilitando la comunicación en el caso de personas más tímidas, además de la posibilidad de poder llegar a más personas (Rísquez y Sánchez-García, 2012;Grace, Raghavendra, McMillan, y Gunson, 2019).…”

Section: Introductionunclassified

Análisis del perfil del e-mentor/a en el marco de estudios de posgrado a distancia//Analysis of the profile of the e-mentor in the framework of distance graduate studies title

Fernández-García

García²,

Bullido³

2019

REOP

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RESUMEN Este artículo explora el perfil y las funciones específicas de la figura del e-mentor, en el marco de un máster universitario a distancia, dentro de un programa destinado a facilitar la adaptación académica de los nuevos estudiantes. Concretamente, se estudian los elementos que están presentes en la configuración del perfil del mentor dentro de un contexto de educación superior de posgrado a distancia. El estudio se aborda desde la experiencia y percepciones de los propios mentores. Se emplea para ello un diseño mixto, combinando un análisis cuantitativo (descriptivos y análisis de conglomerados a partir de escalas de valoración) y cualitativo (análisis de contenido, a partir de grupo de discusión y de un cuestionario abierto), triangulando, por último, ambos conjuntos de resultados. Se constata una alta satisfacción general con la propia labor de acompañamiento, y la emergencia de ciertas competencias socioemocionales presentes en el ejercicio del rol de mentor y que parecen jugar un papel clave, tales como acompañar en momento de dificultad, motivar y ofrecer apoyo emocional. Se concluye acerca de la importancia de las competencias socioemocionales para ejercer este rol y la necesidad de mantenerse dentro de los límites de las funciones que corresponden a esta figura; así como, complementariamente, la conveniencia de clarificar dicho rol a los estudiantes beneficiarios del programa. Se concluye asimismo acerca de la relevancia de la formación específica en técnicas de mentoría para este perfil. ABSTRACT This article explores the profile and specific functions of the figure of the e-mentor, within the framework of a distance university master's degree, within a program designed to facilitate the academic adaptation of new students. Specifically, the elements that are present in the configuration of the mentor's profile are studied within a context of postgraduate distance education. The study is approached from the experience and perceptions of the mentors themselves. A mixed design is used for this, combining a quantitative analysis (descriptive and analysis of clusters based on rating scales) and qualitative analysis (content analysis, from a discussion group and an open questionnaire), triangulating, finally, both sets of results. There is a high general satisfaction with the accompaniment work itself, and the emergence of certain socio-emotional competences present in the role of mentor and that seem to play a key role, such as accompanying at times of difficulty, motivate and offer emotional support. It concludes about the importance of socio-emotional competencies to exercise this role and the need to stay within the limits of the functions that correspond to this figure; as well as, in addition, the convenience of clarifying said role to the students who are beneficiaries of the program. It also concludes about the relevance of specific training in mentoring techniques for this profile.

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Being a mentor in the digital era: An exploratory study of the benefits undergraduate student mentors derived from providing virtual mentoring to youth

Andersen

Wellen

2023

Journal Community Psychology

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The purpose of the study was to understand mentors' perceptions of the benefits they derived from providing virtual mentoring to youth at risk of school failure and justice system involvement in an alternative school‐based mentoring program. Using data collected from 38 university student mentors, we used a qualitative case study design focused on generating highly credible descriptions of mentors' perceptions of how they were affected by their experiences providing virtual mentoring. The three conceptual themes that emerged in our analysis were that virtual mentors described experiencing the following outcomes: (1) the reduction of biases and development of cultural humility, (2) the development of communication and leadership skills, and (3) a cultivation of civic responsibility and a sense of empowerment to make a difference. These findings suggest that providing virtual mentoring to youth may be one important tool for building competencies for undergraduate students.

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Virtual Mentoring and Persistence in STEM for Students With Disabilities

Cited by 74 publications

References 23 publications

Virtual Mentoring: Practitioner Strategies for Students Underrepresented in Industry

Virtual Mentoring: Practitioner Strategies for Students Underrepresented in Industry

Análisis del perfil del e-mentor/a en el marco de estudios de posgrado a distancia//Analysis of the profile of the e-mentor in the framework of distance graduate studies title

Being a mentor in the digital era: An exploratory study of the benefits undergraduate student mentors derived from providing virtual mentoring to youth

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