Articlegreen2015

Near-peer STEM Mentoring Offers Unexpected Benefits for Mentors from Traditionally Underrepresented Backgrounds.

Gloriana Trujillo · Pauline G. Aguinaldo · Chelsie Anderson · Diego R. Gelsinger · Leticia M. Márquez-Magaña · Blake Riggs

60 citations0/0 files storedPubMed

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Career Development and Diversity Higher Education Research Studies Mentoring and Academic Development

Abstract

The practice and perpetuation of scientific research requires that incumbent scientists train junior investigators. In this way, new investigators gain skills and competencies necessary to engage in scientific research. Moreover, the ability to win grants and publish papers improves with effective mentoring (Palepu et al., 1996; Schapira et al., 1992; Steiner et al., 2002; Wingard et al., 2004). Unfortunately, both faculty and student researchers from groups underrepresented in the sciences report a lack of effective mentoring that can limit their participation and success in research (Beech et al., 2013; Ginther et al., 2011). At the undergraduate level inadequate mentoring can result in poor research experiences and exit from science (Johnson, 2007). While inadequate research mentoring can cause undergraduates to leave science, technology, engineering and math (STEM) majors, the primary cause of their exit is poor teaching, which is exacerbated for underrepresented minority (URM) students in science (Seymour et al., 1997). Populations traditionally underrepresented in STEM in the United States include students from racial and ethnic minority groups such as Native American, Hispanic/Latin@, and Black/African-American. Both of these barriers to undergraduate retention in STEM can be overcome by a near-peer mentoring approach as documented in this dialogue. Near-peer relationships are characterized by the pairing of individuals who are slightly more advanced in learning and/or training with individuals who are less advanced. Our formal and informal near-peer mentoring approaches provided URM undergraduates enrolled in an introductory biology or upper division research skills course with practical information and psychosocial support to succeed in these activities.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 60 citations exist upstream.

References

1994Situated Learning: Legitimate Peripheral Participation.1997A threat in the air: How stereotypes shape intellectual identity and performance.2007Understanding the science experiences of successful women of color: Science identity as an analytic lens 1978The imposter phenomenon in high achieving women: Dynamics and therapeutic intervention.2011A Brief Social-Belonging Intervention Improves Academic and Health Outcomes of Minority Students 2002Reducing the Effects of Stereotype Threat on African American College Students by Shaping Theories of Intelligence 2008An integrated process model of stereotype threat effects on performance.2007Benefits of Undergraduate Research Experiences

Cited by

2020Establishing effective STEM mentoring relationships through mentor training 2022Understanding and Addressing Gender‐Based Inequities in STEM: Research Synthesis and Recommendations for U.S. K‐12 Education 2022Mentoring in STEM higher education: a synthesis of the literature to (re)present the excluded women of color 2023Motivating youth to learn STEM through a gender inclusive digital forensic science program

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.