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首页> 外文期刊>International Journal of STEM Education >Undergraduate research experiences: mentoring, awareness, and perceptions—a case study at a Hispanic-serving institution
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Undergraduate research experiences: mentoring, awareness, and perceptions—a case study at a Hispanic-serving institution

机译：本科生的研究经验：指导，意识和知觉-以西班牙裔服务机构为例

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Background Undergraduate research experiences (UREs) have been proposed as means to increase the retention and engagement of minority—and more specifically Hispanic—college students in science, technology, engineering, and mathematics (STEM) majors. This study explores the impact of student characteristics such as gender, classification, ethnicity, and first-generation status on UREs of STEM students through four specific constructs that current literature deem particularly important: (1) research experiences, (2) mentoring experiences, (3) awareness of research opportunities and activities, and (4) perceptions on research. These constructs are here forth referred to as Experiences, Mentoring, Awareness, and Perceptions. The study was conducted at a Hispanic-serving institution (HSI) in Texas, United States (U.S.), where the overall increase in enrollment has been driven by growth in Hispanic student numbers, reflecting the demographic shift of the state and the nation. Results Participants were recruited to be part of a STEM open house. Thirty-five students participated in the Undergraduate Research Experiences: Mentoring, Awareness, and Perceptions Survey (URE MAPS). This exploratory case study sought to look at student characteristics such as gender, classification, ethnicity, and first-generation status as predictors of UREs. Results show that classification and ethnicity student characteristics are statistically significant predictors of UREs. Although gender and first-generation status regression analysis did not show statistically significant results, crosstabulations looking at correlation among variables yield interesting results. Seven percent of the female respondents responded that they “somewhat agree” with the statement that research is a lonely activity in comparison with 23% of males. The majority (60%) of all respondents who “strongly agreed” with the statement that “research is only for future scientists” were Hispanic, indicating a need to clarify such misconceptions to encourage Hispanic student participation. Most self-identified first-generation participants, of whom 80% were female, reported awareness of faculty research activities, again pointing out gender as an important factor among students’ relationship with their professors. Although less than 23% of students noted current participation in mentorship, most of those did report positive impact of this relationship on their attitude and perspective toward their major. Conclusions Despite the small sample size and inherent bias in the characteristics of the STEM open house participants, regression analysis informed by crosstabs analysis revealed some important findings. The research suggested higher-than-expected awareness of Latinos and first-generation students of institutional research activities; however, this awareness has not translated in engagement in research activities. The data also indicates the critical need for high-impact UREs and mentorship relationships, as well as for efforts to battle student preconceptions of who can benefit from such experiences. Although this case study focused on LatinX students (LatinX is a gender-neutral term for people of Latin American heritage used in the U.S.) in the U.S., retention of historically underrepresented students in STEM disciplines is a concern shared by many countries around the world. The successful recruitment, retention, and eventual success of students in STEM degrees depend greatly on the type of pathways and support that are offered. UREs might be one of those pathways.
机译：背景技术已经提出了将本科生的研究经验（UREs）用作增加少数族裔（尤其是西班牙裔）科学，技术，工程和数学（STEM）专业学生的保留和参与的手段。这项研究通过当前文献认为尤为重要的四种具体构造，探索了诸如性别，分类，种族和第一代身份等学生特征对STEM学生的URE的影响：（1）研究经历，（2）指导经历，（ 3）对研究机会和活动的认识，以及（4）对研究的看法。这些构架在这里被称为体验，指导，意识和知觉。这项研究是在美国德克萨斯州的西班牙裔服务机构（HSI）进行的，该地区的总入学人数是由西班牙裔学生人数的增长所驱动的，反映出该州和美国全国的人口变化。结果招募了参加STEM开放日的参与者。 35名学生参加了本科生研究经验：指导，意识和知觉调查（URE MAPS）。这项探索性案例研究旨在研究学生特征，例如性别，分类，种族和第一代身份，作为UREs的预测因子。结果表明，分类和种族学生特征是UREs的统计显着预测因子。尽管性别和第一代状态回归分析没有显示统计学上的显着结果，但交叉表研究变量之间的相关性却产生了有趣的结果。 7％的女性受访者回答说，他们“有点同意”这一说法，与23％的男性相比，研究是一项孤独的活动。 “坚决同意”“研究仅针对未来的科学家”这一说法的所有受访者中，绝大多数（60％）是西班牙裔，这表明需要澄清这种误解，以鼓励西班牙裔学生参与。大多数自我认同的第一代参与者（其中80％是女性）报告了对教师研究活动的认识，并再次指出性别是学生与教授关系中的重要因素。尽管只有不到23％的学生指出目前正在参加导师制，但大多数人的确报告了这种关系对他们对专业的态度和观点的积极影响。结论尽管STEM公开课参与者的特征样本量较小且存在固有偏差，但通过交叉表分析得出的回归分析显示了一些重要发现。研究表明，拉丁美洲人和第一代学生对机构研究活动的认识超出了预期。但是，这种认识并未转化为参与研究活动。数据还表明，对具有高影响力的URE和导师关系的迫切需求，以及与学生对谁能从这种经历中受益的先入之见作斗争的努力。尽管此案例研究的重点是美国的LatinX学生（LatinX是在美国使用的拉丁美洲裔美国人的中性术语），但留存历史上代表性不足的学生参加STEM学科却是世界上许多国家共同关注的问题。 STEM学位学生的成功招募，保留和最终成功在很大程度上取决于所提供的途径和支持的类型。 UREs可能是这些途径之一。

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