Effects of gender concordance in mentoring relationships on summer research experience outcomes for undergraduate students.

Autor/inn/en	Morales, Danielle X.; Grineski, Sara E.; Collins, Timothy W.
Titel	Effects of gender concordance in mentoring relationships on summer research experience outcomes for undergraduate students.
Quelle	In: Science education, 102 (2018) 5, S. 1029-1050Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0036-8326; 1098-237X
DOI	10.1002/sce.21455
Schlagwörter	Förderung; Naturwissenschaften; Naturwissenschaftliche Bildung; Gleichheit; Studium; Geschlechterkonstellation
Abstract	Undergraduate research is a high impact educational practice that encourages more women to engage in science. Few studies have focused on gender concordance between mentors and mentees within the context of summer undergraduate research programs, and none have linked gender concordance with student gains. Previous research has more often overlooked the faculty-postgraduate-undergraduate triad, focusing instead on the faculty-undergrad dyad. This study explores the effects of gender concordance among mentoring dyads and triads on student gains from summer research experiences. Using programmatic and evaluation data, bivariate analyses were conducted and generalized estimating equations were employed to examine effects of gender concordance in mentoring relationships on student gains. Results indicate that gender concordance within undergraduate mentee and faculty mentor dyads promoted the greatest student gains among the six categories of mentoring relationships studied, having postgraduate mentors for undergraduates suppressed student gains, and women benefited more than men from gender concordance in mentoring relationships. Considering the results, undergraduate research program staff should make efforts to recruit more women faculty mentors, consider matching them with women undergraduates, train men scientists so they can be effective mentors for women students, and provide high-quality mentoring training opportunities for postgraduate mentors.
Erfasst von	Arbeitsgruppe Didaktik der Physik, Universität Kassel
Update	2020/3