Distributing Expertise and Building Relationships: Designing for Relational Equity in Youth-Scientist Mentoring Interactions

Autor/inn/en	Klein, Elaine R.; Bell, Philip
Titel	Distributing Expertise and Building Relationships: Designing for Relational Equity in Youth-Scientist Mentoring Interactions
Quelle	In: Journal of Higher Education Outreach and Engagement, 27 (2023) 1, S.75-107 (33 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1534-6102
Schlagwörter	Equal Education; STEM Education; Mentors; Self Concept; Science Programs; School Community Relationship; Scientists; Expertise; Interpersonal Relationship; Program Design; High School Students; Student Attitudes; Cooperative Learning; Feedback (Response); Outcomes of Education; Universities; Graduate Students + Suchen Sie Ihr Suchwort? STEM; Selbstkonzept; Scientist; Wissenschaftler; Expert appraisal; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Programme design; Programmaufbau; Programmplanung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Kooperatives Lernen; Lernleistung; Schulerfolg; University; Universität; Graduate Study; Aufbaustudium; Graduiertenstudium; Hauptstudium
Abstract	Science mentoring programs are powerful opportunities for youth to develop conceptual knowledge, undertake authentic practices, and have impacts on their science-related identity work. Here, we use design-based research to understand how a university-community partnership expanded upon traditional mentoring structures to facilitate "relational equity" (DiGiacomo & Gutiérrez, 2016) through distributing expertise and building relationships between participants. We analyzed qualitative data from 2 years of the STEM OUT mentoring program to develop claims about the elements of program design that led to distributed expertise and building relationships. Key findings include the need to design structures that position all participants as having expertise, highlight relationship-building as integral for youth-scientist interactions, and facilitate equitable power dynamics. Our findings are articulated as design principles for other youth-scientist mentoring programs, with the goal of broadening participation in the sciences by redefining not only who participates, but also what counts as science. (As Provided).
Anmerkungen	Office of the Vice President for Public Service and Outreach, University of Georgia and the Institute of Higher Education. Treanor House, 1234 South Lumpkin Street, Athens, GA 30602. Tel: 706-542-6167; Fax: 706-542-6124; e-mail: jheoe@uga.edu; Web site: http://openjournals.libs.uga.edu/index.php/jheoe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01