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首页> 外文期刊>International Journal of STEM Education >“Looking at Myself in the Future”: how mentoring shapes scientific identity for STEM students from underrepresented groups
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“Looking at Myself in the Future”: how mentoring shapes scientific identity for STEM students from underrepresented groups

机译：“在未来看自己”：如何指导为来自不足的群体的STEM学生的科学认同如何

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Background Mentorship has been well-established in the literature as fostering scientific identity and career pathways for underrepresented minority students in science, technology, engineering, and mathematics (STEM) fields. Mentorship is prioritized by programs that aim to increase diversity and support future leadership in STEM fields, but in-depth understanding of mentorship in these contexts remains limited. Drawing on qualitative interview data, we sought to understand the relationship between mentoring and scientific identity among a diverse sample of 24 students in one such program, in order to inform program development. Results Qualitative analysis of the data revealed that mentorship, especially research mentorship, was common and played a role in formation of scientific identity. Students with research mentors tended to say they strongly identified as scientists, whereas those who lacked research mentorship varied in their level of scientific identity. In interviews, research-mentored students described mentors as colleagues who gave them opportunities to grow and as examples to look up to. Students valued mentors with whom they identified on the basis of demographic similarity or shared values, as well as those who challenged them in their academic and research endeavors. Conclusions Our analysis highlights how different mentoring experiences can contribute to development of future STEM leadership. We discuss implications for practice, including the need for tailored mentoring approaches and research-focused mentoring, and offer several recommendations for research and programming.
机译：背景技术在文献中，在文献中已经成熟，作为培养科学，技术，工程和数学（Stem）领域的少数民族学生不足的科学认同和职业途径。决赛的旨在提高多样性并支持在干旱领域的未来领导地位，但深入了解这些背景下的深入理解仍然有限。借鉴定性访谈数据，我们试图了解在一个这样的计划中的24名学生的各种样本中的指导和科学身份之间的关系，以便为计划开发提供信息。结果对数据的定性分析表明，指导，尤其是研究指导，常见，在形成科学认同方面发挥作用。研究导师的学生倾向于说他们强烈地被确定为科学家，而那些缺乏研究的人在科学身份的水平上变化。在采访中，研究媒体学生将导师描述为同事，他们为他们提供了成长的机会，作为尊重的例子。学生有价值的导师，他们根据人口相似或共享价值观的基础，以及那些在学术和研究努力中挑战他们的人。结论我们的分析突出了不同的指导经验如何为未来词干领导的发展做出贡献。我们讨论对实践的影响，包括需要量身定制的指导方法和重点指导，并为研究和编程提供了若干建议。

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