A Randomized Trial of a Science, Technology, Engineering, and Mathematics Mentoring Program

Autor/inn/en	Sowers, Jo-Ann; Powers, Laurie; Schmidt, Jessica; Keller, Thomas E.; Turner, Alison; Salazar, Amy; Swank, Paul R.
Titel	A Randomized Trial of a Science, Technology, Engineering, and Mathematics Mentoring Program
Quelle	In: Career Development and Transition for Exceptional Individuals, 40 (2017) 4, S.196-204 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2165-1434
DOI	10.1177/2165143416633426
Schlagwörter	STEM Education; Disabilities; Mentors; Career Planning; Program Effectiveness; Intervention; Self Efficacy; Self Esteem; High School Students; Knowledge Level; Learner Engagement; Comparative Analysis; Experimental Groups; Control Groups; Parents; Parent Attitudes; Grade 9; Grade 10; Grade 11; Statistical Analysis + Suchen Sie Ihr Suchwort? STEM; Handicap; Behinderung; Karriereplanung; Self-efficacy; Selbstwirksamkeit; Self-esteem; Selbstaufmerksamkeit; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Wissensbasis; Eltern; Elternverhalten; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; Statistische Analyse
Abstract	Individuals with disabilities are underrepresented in science, technology, engineering, and math (STEM) fields. The purpose of this study was to experimentally evaluate the impact of a STEM mentor intervention and differences between students matched with mentors with or without disabilities on career planning outcomes. An independent groups × repeated measures design was used. Significant differences were found between mentored and nonmentored students for measures of STEM-related knowledge, engagement, confidence, and general career planning confidence, but not for STEM-related and disability-related self-efficacy. Significant differences were not found between students assigned to mentors with or without disabilities. This study contributes to research that demonstrates the positive impact of mentoring on career planning for students with disabilities, including those related to STEM. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01