skip to main content
US FlagAn official website of the United States government
dot gov icon
Official websites use .gov
A .gov website belongs to an official government organization in the United States.
https lock icon
Secure .gov websites use HTTPS
A lock ( lock ) or https:// means you've safely connected to the .gov website. Share sensitive information only on official, secure websites.

Explore Research Products in the PAR
It may take a few hours for recently added research products to appear in PAR search results.


Title: Mentoring across differences in science education: Applying a brokering framework
Mentoring relationships in academia have traditionally been described as a dyad between a mentor and a mentee. The mentor provides the mentee with both technical and psychosocial support to move toward obtaining their Ph.D. or gaining tenure and promotion. While there is an embedded assumption that mentoring is best suited when people of common background support each other, scholars must consider the impact of mentoring across differences. Given the lack of diversity among senior faculty members in science education, and given the increasing diversity represented among graduate students and early career scholars in science education, inevitably mentoring relationships will be formed across differences in identities (race, ethnicity, gender, sexuality, ability). In our essay, we focus on two focal points: we explore those aspects of mentoring relationships that research suggests are critical to the success of relationships built across differences, foregrounding lessons science education researchers can take from this literature and arguing that it is too much to expect one individual mentor to provide to any given mentee. Next, we propose a brokering framework, leveraging technological advances, to work toward more transformative mentoring outcomes at scale, particularly when mentoring across differences.  more » « less
Award ID(s):
2029956
PAR ID:
10331169
Author(s) / Creator(s):
;
Date Published:
Journal Name:
Science Education
Volume:
106
Issue:
5
ISSN:
0036-8326
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. ; (, The Chronicle of Mentoring and Coaching)
    Despite interest and potential in STEM (Science, Technology, Engineering and Mathematics), neurodivergent (ND) individuals face underrepresentation and marginalization. These individuals experience low rates of degree completion and even higher dropout rates from STEM programs. In the workplace, elevated levels of unemployment among individuals with disabilities underscore the need to address obstacles to persistence in STEM programs and pathways to the workforce. The AIE-STEMPLOS (Access to Innovative Education in Science, Technology, Engineering, and Mathematics-Providing Learning Opportunities and Scholarship) program at Landmark College, launched in 2021, aims to empower ND STEM scholars by leveraging effective mentoring strategies to support degree completion and career development in STEM fields. Supported by the National Science Foundation (NSF) through scholarship funding (S-STEM), the program's primary goals are to support domestic low-income, academically talented ND scholars in Computer Science and Life Science, create a robust culture of mentorship within the STEM department, and strengthen scholarly professional development. We generally refer to students as scholars in this program as that is the language preferred by the NSF. The mentoring component is designed to enhance psychosocial and professional development through faculty, group, and peer mentoring. Employing tools like the Birkman Method, mentor maps and Individual Development Plans (IDP), the program fosters self-understanding and community among scholars. Evaluation methods include qualitative and quantitative assessments, with data showing high satisfaction with mentor-mentee relationships, robust engagement in professional development activities, and significant improvements in scholars' professional outlook and STEM identity. This comprehensive approach integrates faculty mentors, career counselors, and weekly cohort meetings for mentoring and professional development activities. This paper will highlight the faculty and group/ peer mentoring components of the program, demonstrating how inclusive educational strategies can promote diversity within STEM fields. 
    more » « less
  2. ; ; (, Annals of the New York Academy of Sciences)
    Abstract Having a diverse workforce in STEMM (science, technology, engineering, mathematics, and medicine) fields is essential for the United States to remain competitive in the global economy and to create a more just society. Faculty‐mentored undergraduate research experiences have been identified as a high‐impact practice for encouraging students from diverse backgrounds to pursue STEMM education and careers. Despite extensive research examining factors influencing the effectiveness of mentor−mentee relationships, there is still limited understanding of how differences or similarities in the social identities of mentors and mentees, which we term mentor−mentee discordance, impact undergraduates’ research experiences and outcomes. In this perspective, we propose that mentor−mentee discordance should be conceptualized as a multidimensional, continuous construct and suggest a global index to measure varying degrees of discordance in mentoring relationships. We also offer a conceptual model that incorporates the Discordance Index to systematize the understanding of the effects of discordant mentoring relationships on student development across social contexts and over time. Finally, we provide recommendations for future researchers, STEMM educators, and program directors who are interested in using the Discordance Index. 
    more » « less
  3. (, Journal on excellence in college teaching)
    Mentoring of graduate students and postdoctoral scholars is an integral part of training at research institutions. Mentoring scholarship has rapidly evolved over the last two decades, elucidating the need for shifts in mentor/mentee relationships, including the need for mentor training. The University of Maryland, Baltimore and the University of Maryland College Park combined mentoring workshops based on an established curriculum. Workshops were offered to faculty at different institutions in the Maryland system growing out of a need from the National Science Foundation Alliances for Graduate Education and the Professoriate (NSF AGEP) Promise Academy Alliance. The authors share the model they developed as well as the benefits and challenges of the inter-institutional approach. 
    more » « less
  4. ; (, Journal on excellence in college teaching)
    Mentoring of graduate students and postdoctoral scholars is an integral part of training at research institutions. Mentoring scholarship has rapidly evolved over the last two decades, elucidating the need for shifts in mentor/mentee relationships, including the need for mentor training. The University of Maryland, Baltimore and the University of Maryland College Park combined mentoring workshops based on an established curriculum. Workshops were offered to faculty at different institutions in the Maryland system growing out of a need from the National Science Foundation Alliances for Graduate Education and the Professoriate (NSF AGEP) Promise Academy Alliance. The authors share the model they developed as well as the benefits and challenges of the inter-institutional approach. 
    more » « less
  5. ; ; (, Annals of the New York Academy of Sciences)
    This study examines instances of negative mentoring among undergraduate researchers within STEM education, and specifically, the common yet subtle issue of inadequate mentoring characterized by a faculty mentor's failure to provide their mentee with adequate research, educational, career‐related, or emotional support. Using data from the Mentor‐Relate survey of 514 participants in the National Science Foundation Research Experiences for Undergraduates program, we identify prevalent patterns of inadequate mentoring and examine protective factors against it. Results indicate that inadequate research support is the least prevalent form, while inadequate educational and career guidance is more common, and inadequate emotional support is the most prevalent. Enhanced faculty mentoring skills emerge as a protective factor, with culturally responsive mentoring and gender concordance also playing significant protective roles. Less hierarchical mentoring structures, such as multiple faculty mentors, offer better emotional support. These findings underscore the importance of comprehensive mentor training and culturally sensitive practices to mitigate inadequate mentoring in undergraduate research experiences. By promoting inclusive and supportive mentoring environments, institutions can maximize the transformative potential of undergraduate research experiences for all participants. 
    more » « less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Save / Share this Record
  • Send to Email