Critical Mentorship in Undergraduate Research Experience BUILDs Science Identity and Self-EfficacyCritical Mentorship in Undergraduate Research Experience BUILDs Science Identity and Self-EfficacyS. Moon et al.

被引:0
作者
Sungmin Moon [1 ]
Shu-Sha Angie Guan [2 ]
Jose H. Vargas [1 ]
Judith C. P. Lin [3 ]
Patchareeya Kwan [4 ]
Carrie L. Saetermoe [1 ]
Gilberto Flores [5 ]
Gabriela Chavira [1 ]
机构
[1] California State University Northridge,Department of Psychology
[2] California State University Northridge,Department of Child and Adolescent Development
[3] California State University Northridge,Health Equity Research and Education Center
[4] California State University Northridge,Department of Health Sciences
[5] California State University Northridge,Department of Biology
关键词
Critical Race Theory (CRT); Critical mentoring; Science identity; Science self-efficacy;
D O I
10.1007/s10763-024-10476-0
中图分类号
学科分类号
摘要
In 2014, the NIH Diversity Program Consortium (DPC) launched an initiative to implement and evaluate novel interventions at a variety of academic institutions across the country to engage undergraduate students from diverse backgrounds in biomedically-related research. The local intervention examined in the current study provides Critical Race Theory (CRT)-informed mentoring, more broadly called critical mentoring, for its participants. We examined the relationship between critical mentoring and student outcomes. In this study, student outcomes consisted of three components: (a) mentor satisfaction, (b) science identity, and (c) science self-efficacy. To determine student outcomes, we used the 2020 Student Annual Follow-up Survey (SAFS). We found that participants in the intervention program reported higher levels of critical mentoring than non-intervention participants and critical mentoring was, in turn, predictive of higher. mentorship satisfaction, science identity, and science self-efficacy. This finding implies that the CRT-informed intervention was more effective by developing an environment in which high-quality, critical mentors influenced students’ sense of science identity and self-efficacy. Additionally, we also found that intervention participants reported higher science identity and science self-efficacy than non-intervention participants, which suggests that the intervention cultivated science identity and self-efficacy in other ways outside of critical mentorship as well. The current study highlights how participation in an intervention program can increase science identity and self-efficacy, two factors predictive of science career intentions. The connection between critical mentoring practices and increased science identity and self-efficacy underscores the significance of culturally and racially relevant social support in science education.
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页码:321 / 341
页数:20
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