Faculty as Undergraduate Research Mentors for Students of Color: Taking into Account the Costs

Autor/in	Schwartz, Joni
Titel	Faculty as Undergraduate Research Mentors for Students of Color: Taking into Account the Costs
Quelle	In: Science Education, 96 (2012) 3, S.527-542 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8326
DOI	10.1002/sce.21004
Schlagwörter	School Holding Power; Teacher Persistence; Black Colleges; Mentors; College Freshmen; Public Colleges; Costs; Disproportionate Representation; College Faculty; Higher Education; Ethnic Groups; STEM Education; Administrators; Semi Structured Interviews; Surveys; College Students; Science Education; Mathematics Education; Engineering Education; Technology Education; Scientists; Tenure; Diversity (Faculty) + Suchen Sie Ihr Suchwort? Studienanfänger; Cost; Kosten; Fakultät; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ethnie; STEM; Survey; Umfrage; Befragung; Collegestudent; Naturwissenschaftliche Bildung; Mathematische Bildung; Ingenieurausbildung; Technisch-naturwissenschaftlicher Unterricht; Scientist; Wissenschaftler; Amtszeit; Beschäftigungsdauer
Abstract	This article is based on the findings of a 2-year study that examined the nature of effective faculty/student undergraduate research (UR) science, technology, engineering, and mathematics (STEM) relationships. The study site was a large urban public college where three fourths of all incoming freshmen receive need-based aid; and although not a historically Black college or university (HBCU), 85% are students of color. The college offers 2- and 4-year STEM degree programs. Utilizing cultural historical activity theory (CHAT) as both a theoretical and methodological framework, this phenomenological study employed semistructured interviews, written surveys, and member checking to understand four paired faculty/student UR mentoring relationships over 2 years. The findings not only concur with the bulk of UR research, indicating UR's promise for addressing the low enrollment and retention rates of students of color in the STEM disciplines but also raise issues around the emotional, financial, and professional costs to UR faculty. It is these costs that are the focus of this article that concludes with ideas, for university and college administrators and all others concerned, about on how we might support faculty in UR's crucial work toward the goal of retaining students of color in STEM. (Contains 3 figures.) (As Provided).
Anmerkungen	Wiley Periodicals, Inc. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10