A Longitudinal Study of How Quality Mentorship and Research Experience Integrate Underrepresented Minorities into STEM Careers

Autor/inn/en	Estrada, Mica; Hernandez, Paul R.; Schultz, P. Wesley
Titel	A Longitudinal Study of How Quality Mentorship and Research Experience Integrate Underrepresented Minorities into STEM Careers
Quelle	In: CBE - Life Sciences Education, 17 (2018) 1, Artikel 9 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1931-7913
DOI	10.1187/cbe.17-04-0066
Schlagwörter	Longitudinal Studies; Mentors; STEM Education; Disproportionate Representation; Hispanic American Students; African American Students; American Indian Students; Social Influences; Prediction; Academic Persistence; Minority Group Students; Self Concept; Values; Self Efficacy; Educational Quality; Undergraduate Students; Interpersonal Relationship; Predictor Variables; Science Careers; Career Choice; Correlation; Program Descriptions; Structural Equation Models; Student Surveys; Student Attitudes; Measures (Individuals) + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; STEM; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; African Americans; Afroamerikaner; Sozialer Einfluss; Vorhersage; Selbstkonzept; Wertbegriff; Self-efficacy; Selbstwirksamkeit; Quality of education; Bildungsqualität; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Prädiktor; Korrelation; Schülerbefragung; Schülerverhalten; Messdaten
Abstract	African Americans, Latinos, and Native Americans are historically underrepresented minorities (URMs) among science, technology, engineering, and mathematics (STEM) degree earners. Viewed from a perspective of social influence, this pattern suggests that URMs do not integrate into the STEM academic community at the same rate as non-URM students. Estrada and colleagues recently showed that Kelman's tripartite integration model of social influence (TIMSI) predicted URM persistence into science fields. In this paper, we longitudinally examine the integration of URMs into the STEM community by using growth-curve analyses to measure the development of TIMIS's key variables (science efficacy, identity, and values) from junior year through the postbaccalaureate year. Results showed that quality mentorship and research experience occurring in the junior and senior years were positively related to student science efficacy, identity, and values at that same time period. Longitudinal modeling of TIMSI further shows that, while efficacy is important, and perhaps a necessary predictor of moving toward a STEM career, past experiences of efficacy may not be sufficient for maintaining longer-term persistence. In contrast, science identity and values do continue to be predictive of STEM career pathway persistence up to 4 years after graduation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01