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 the Mentors: A Workshop Series to Support Inclusive Mentoring Practices
As part of the Field-based Undergraduate Engagement through Research, Teaching, and Education (FUERTE) program at the University of California, Santa Barbara, we developed a training program—a set of integrated one-hour workshops—to help our direct mentors (e.g., graduate students and postdoctoral fellows) develop stronger mentoring skills. The trainings provided opportunities for the mentors to focus on professional development and to take time to cultivate their intentional mentoring approaches, and for the program to advocate for self-care and self-awareness in the mentoring space.  more » « less
Award ID(s):
1953492
PAR ID:
10493116
Author(s) / Creator(s):
; ; ;
Corporate Creator(s):
Publisher / Repository:
The Oceanography Society
Date Published:
Journal Name:
Oceanography
Volume:
36
Issue:
4
ISSN:
1042-8275
Format(s):
Medium: X
Sponsoring Org:
National Science Foundation
More Like this
  1. ; ; ; (, Oceanography)
    As part of the Field-based Undergraduate Engagement through Research, Teaching, and Education (FUERTE) program at the University of California, Santa Barbara, we developed a training program—a set of integrated one-hour workshops— to help our direct mentors (e.g., graduate students and postdoctoral fellows) develop stronger mentoring skills. |e trainings provided opportunities for the mentors to focus on professional development and to take time to cultivate their intentional mentoring approaches, and for the program to advocate for self-care and self-awareness in the mentoring space. 
    more » « less
  2. ; (, International Journal of Mentoring and Coaching in Education)
    PurposeRacially and ethnically minoritized (REM) women continue to be underrepresented in science, technology, engineering and mathematics (STEM) programs and careers. Peer mentoring is one strategy that can support their participation. This study explores the experiences of Black women peer mentors in an online peer mentoring program at two historically Black institutions. Design/methodology/approachA qualitative case study approach was utilized to explore the impact of an online peer mentoring program on peer mentors' STEM self-efficacy, sense of community, STEM identity and intent to persist in STEM. FindingsAnalysis identified five themes relating to peer mentors' experiences in the program: (1) an “I can do this” approach: confidence and self-efficacy; (2) utility of like others; (3) “beacons of light”: intersecting and malleable identities; (4) skills development and (5) motivation and reciprocity. Further, challenges of the online relationship were shared. Originality/valueThe study contributes to the body of knowledge by demonstrating the utility of an online peer mentoring model among women mentors enrolled in STEM programs at two historically Black institutions. The findings support those who are historically marginalized in participating in and remaining in STEM. 
    more » « less
  3. ; ; ; ; (, International Journal of Mentoring and Coaching in Education)
    Purpose The purposes of this study were to describe the roles mentors enacted as part of an afterschool science, technology, engineering and mathematics (STEM) program and how those roles varied across three sites and to explain those differences. Design/methodology/approach The authors used a comparative case study design and collected data primarily from interviews with program mentors and observations of the sessions. Findings The authors found that the mentors played four roles, depending on the school site: teachers, friends, support and role models. Mentors interpreted cues from the environment in light of their own identities, which ultimately led them to construct a plausible understanding of their roles as mentors. Research limitations/implications The authors identify four mentoring roles that are somewhat consistent with prior research and demonstrate that the roles mentors enact can vary systematically across sites, and these variations can be explained by sensemaking. This study also contributes to research on mentoring roles by elaborating each identified role and offering a framework to explain variability in mentor role enactment. Practical implications The authors recommend that mentoring program directors discuss the roles that mentors may enact with mentors as part of their training and that they engage mentors in identity work and also recommend that program managers create unstructured time for mentors to socialize outside STEM activities with their mentees. Originality/value This study contributes to mentoring research by using sensemaking theory to highlight how and why mentoring roles differ across school sites. 
    more » « less
  4. ; (, International Journal of Mentoring and Coaching in Education)
    null (Ed.)
    Purpose The unequitable representation among genders in science, technology, engineering and mathematics (STEM) degrees and careers remains a persisting challenge. Peer mentoring has been cited as one method for supporting women and racial and ethnic minorities in becoming interested in, experiencing self-efficacy in and persisting in STEM. The current study was undertaken to explore how and in what ways peer mentors' participation in the program (namely, the mentoring experience) influenced their STEM self-efficacy beliefs, interests, skills and behaviors, including their intent to persist and actual persistence in STEM. Design/methodology/approach Using a multisite case study design, the current study implemented a blended peer mentoring program at two historically black institutions. Findings The experience in the peer mentoring process increased mentors' self-efficacy, career interest, perceived mentoring skill development in most areas and intent to persist in STEM. Evidence from the interviews and open-ended survey questions demonstrated that the peer mentoring experience had a direct influence on the mentor's self-efficacy, career interest, leadership and professional skills and persistence. The thematic analysis of the data sources revealed that specific elements of the peer mentoring experience influenced mentors' beliefs, interests, skills and behaviors, including recognition, functioning as a mentor, developing an other's orientation, engaging in a sisterhood and developing competencies. Originality/value Findings support the benefit of the blended peer mentoring program model among women who identify as a racial or ethnic minority across two historically black college or universities (HBCUs). Peer mentoring programs should include training to increase competencies and skills, should provide resources targeted to specific mentor needs and should include opportunities for self-reflection and components of faculty support. 
    more » « less
  5. (, Journal of mathematics education at Teachers College)
    Mentoring is an important aspect of mathematics teacher education, and in particular, pre-service teacher education. Faculty at a large Midwestern university developed and refined a mentoring program designed to help pre-service secondary mathematics teachers, called Scholars, become future leaders in mathematics education. This paper describes how faculty mentors leveraged challenges in the mentoring program’s early stages based on their reflections and initial mentee outcomes to create a more effective mentoring program. Recommendations based on research and practice are provided for other university programs interested in mentoring future mathematics teachers. 
    more » « less
  • Citation Formats
  • MLA
  • APA
  • Chicago
  • BibTeX
  • Save / Share this Record
  • Send to Email