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首页> 外文期刊>International Journal of STEM Education >Factors influencing participation of underrepresented students in STEM fields: matched mentors and mindsets
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Factors influencing participation of underrepresented students in STEM fields: matched mentors and mindsets

机译：影响低位学生在词干领域参与的因素：匹配导师和心态

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Background Women and ethnic minorities remain underrepresented in science, technology, engineering, and math (STEM) fields. The goal of this pilot study is to better understand the beliefs and experiences of underrepresented US students pursuing STEM. Our focus was to gain insights into their mentorship experiences and preferences regarding having mentors who are gender and ethnicity matched. Environmental and psychological factors associated with participants’ decision to pursue STEM, such as family influences, academic mindsets, and attitudes towards STEM, were also studied. Methods We developed a survey tool based on published literature and established instruments, including measures of STEM belonging, science identity, and growth mindset, as well as measures assessing students’ views on their STEM participation. We surveyed members of a STEM-focused non-profit who were in college, graduate school, or were recent graduates. Results Forty-eight adults currently pursuing STEM responded to the survey. The majority (71%) were female and nearly all (96%) identified as an ethnic minority. Most reported knowing someone of their same gender (68%) or ethnicity (66%) with a STEM career who served as a role model. The majority (54%) stated that meeting a STEM professional of their own gender and ethnicity would be effective encouragement to pursue STEM. A similar percentage (56%) believed that media exposure to gender- and ethnicity-matched STEM professionals would be effective encouragement. Most (73%) demonstrated a growth mindset and had strong family support to pursue STEM (68%). Only two-thirds (66%) felt they belonged in STEM careers, and 30% agreed that people in their STEM classes are a lot like them. Conclusion This study contributes additional information on the views and experiences of diverse students actively pursuing STEM. Most participants indicated the importance of meeting and being mentored in STEM by those of their same gender and ethnicity, either in person or through media. Future educational efforts to increase STEM diversity should consider students’ mentorship preferences and facilitate interactions with matched-background mentors accordingly, with consideration given to the use of media. Educators should focus on inclusive learning by highlighting the accomplishments of diverse STEM professionals, to help strengthen feelings of STEM belonging.
机译：背景妇女和少数群体在科学，技术，工程和数学（Stew）领域仍然受到尊敬。这项试点研究的目标是更好地了解追求茎干不足的美国学生的信仰和经验。我们的重点是深入了解他们的指导经历和有关具有性别和民族的导师的偏好。还研究了与参与者决定的环境和心理因素，例如家庭影响，学术思维能源和对茎的态度。方法我们开发了基于发表的文献和建立乐器的调查工具，包括茎属于，科学识别和增长思维的措施，以及评估学生对他们的词干参与的看法的措施。我们调查了一名位于大学，研究生院或近期毕业生的词干非营利的成员。结果48名目前追求干扰的成年人回应了该调查。大多数（71％）是女性，几乎全部（96％）被确定为少数民族。大多数人报道，知道他们同样的性别（68％）或种族（66％）的人，他们担任榜样。大多数（54％）表示，与他们自己的性别和种族的遗嘱专业人员会有效鼓励追求茎。类似的百分比（56％）认为媒体暴露于性别和民族匹配的词条专业人士将是有效的鼓励。大多数（73％）展示了增长心态，并有强烈的家庭支持追求茎（68％）。只有三分之二（66％）觉得它们属于Stem职业生涯，30％同意他们的Stem类人的人很像他们。结论本研究贡献了有关各种学生的观点和经验的额外信息，积极追求茎。大多数参与者表明，在人类或通过媒体的情况下，他们的同期和种族赋予源头的重要性。未来的教育努力增加茎的多样性应考虑学生的指导偏好，并促进与媒体的使用的考虑相应的与匹配背景导师的互动。教育工作者应该通过突出各种词条专业人士的成就来专注于包容性学习，以帮助加强茎属性的感受。

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