Search for: All records

For women and transgender/gender nonconforming students, experiencing depression reduced their personal and skills gains from undergraduate research, but higher quality mentoring attenuated that negative effect for personal gains. For men, depression was not significantly associated with their gains from undergraduate research. 

Research experiences are important to undergraduate academic life, and many students conducted research during the COVID-19 pandemic, amid disruptions. Undergraduate researchers receive mentorship from faculty mentors and, sometimes, postgraduate mentors. Little is known about the role of multiple mentors’ competency in the science personal-identity and science social-identity of undergraduate students. Using primary data collected in 2020 (n = 841), the authors examine both faculty and postgraduate mentor competency and the impact of COVID-19 on undergraduate researchers. Having both types of mentors is beneficial for students’ science identities unless both the faculty and postgraduate mentor exhibit low competency. COVID-19 had no discernable impacts on either science identity. Findings suggest that faculty and program directors should consider mentor training to increase competency and to involve postgraduate mentors in undergraduate research experiences. 

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. 

We assessed sociodemographic disparities in basic service disruptions caused by Winter Storm Uri in Texas. We collected data through a bilingual telephone survey conducted in July 2021 (n  = 753). Being Black, having children, and renting one’s residence were associated with longer power outage durations; being Black was also associated with longer water outages. Our findings highlight the need to plan for and ameliorate inequitable service outages and their attendant health risks in climate change–related extreme weather events such as Uri. (Am J Public Health. 2023;113(1):30–34. https://doi.org/10.2105/AJPH.2022.307110 ) 

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.