Student and Faculty Perspectives: Effective Mentoring to Support Diversity in the Geosciences
Abstract
The importance of mentoring in retaining underrepresented minority (URM) and women students in STEM disciplines has been well documented. Positive mentoring interactions have been shown to reinforce students' belief in their ability to succeed; and students who receive quality mentorship tend to have higher grades in STEM courses and higher rates of degree completion (Figueroa, Hurtado, & Wilkins, 2015). Additionally, access to mentors/advisors in a STEM-focused recruitment and retention program was positively correlated with the ultimate pursuit of science careers among participants (Villajero et al., 2008). A review of studies reporting successful cross-race mentoring identified the following key factors: mentors' understanding of their own prejudices and attitudes toward race; students' racial maturity and career/professional goals; and the sponsoring organization's diversity efforts, discrimination policies, and professional and social networks (Davidson & Foster- Johnson, 2001).This presentation will highlight findings of an evaluation of the UNC-Chapel Hill Increasing Diversity and Enhancing Academia (IDEA 2.0) program, which has a goal of broadening participation in and institutional capacity to offer career-relevant geoscience education. Beginning in summer 2017 and continuing through the following academic year, the project team used quantitative and qualitative research methods to assess program outcomes. Research questions included: how did program participation influence (a) students' understanding of and interest in pursuing geosciences research and careers and (b) faculty members' approaches to mentoring URM and women students; and what are the attributes of high quality mentoring relationships? The program evaluation consisted of three key components: surveys of program alumni; focus groups with current program participants; and structured interviews with current graduate student and faculty mentors. Preliminary data suggested that mentoring relationships were important to students' understanding and enthusiasm for geosciences research and careers. In addition to sharing evaluation findings, this presentation also will compare and contrast student and mentor perspectives on what makes an effective mentor and challenges to effective mentoring.
- Publication:
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AGU Fall Meeting Abstracts
- Pub Date:
- December 2018
- Bibcode:
- 2018AGUFMED22A..08G
- Keywords:
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- 0850 Geoscience education research;
- EDUCATIONDE: 0855 Diversity;
- EDUCATIONDE: 6630 Workforce;
- PUBLIC ISSUES